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[null,"1.","Record Nr.",null,"UNINA9910462680603321"]
[null,null,"Autore",null,"Beaton Fran"]
[null,null,"Titolo",null,"Developing Effective Part-time Teachers in Higher Education [[electronic resource] ] : New Approaches to Professional Development"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken, : Taylor and Francis, 2012"]
[null,null,"ISBN",null,"0-203-08495-0"]
[{"$nulls":4},"1-283-84378-1"]
[{"$nulls":4},"1-136-19490-8"]
[null,null,"Descrizione fisica",null,"1 online resource (225 p.)"]
[null,null,"Collana",null,"SEDA Series"]
[null,null,"Disciplina",null,"378.1/2"]
[{"$nulls":4},"378.12"]
[{"$nulls":4},"378.122"]
[null,null,"Soggetti",null,"College teachers, Part-time"]
[{"$nulls":4},"Education"]
[{"$nulls":4},"Social Sciences"]
[{"$nulls":4},"Theory & Practice of Education"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Cover; Title Page; Copyright Page; Table of Contents; LIST OF FIGURES; LIST OF TABLES; NOTES ON CONTRIBUTORS; FOREWORD BY TONY BRAND; ACKNOWLEDGEMENTS; SERIES EDITOR'S PREFACE; 1 INTRODUCTION: THE EXPANSION OF PART-TIME TEACHING INHIGHER EDUCATION AND ITS CONSEQUENCES; SECTION I CONTEXT: AN OVERVIEW OF THE NATURE AND MOTIVATION OFPART-TIME TEACHERS; 2 SUPPORTING PART-TIME AND OTHER TEACHING STAFF: WHO ARETHEY AND WHY ARE THEY IMPORTANT?; 3 DETERMINING THE SUPPORT NEEDS OF CASUAL ACADEMIC STAFF ATTHE FRONTLINE; SECTION II POLICY AND PRACTICE"]
[{"$nulls":4},"FIRST PART: DEVELOPING POLICY AND PRACTICE TO SUPPORTPART-TIME TEACHERS4 POLICY AND PRACTICE TO SUPPORT PART-TIME TEACHERS AT SCALE:THE EXPERIENCE OF THE UK'S OPEN UNIVERSITY; SECOND PART: DEVELOPING PART-TIME PROGRAMMES TO SUPPORTPART-TIME TEACHERS; 5 WHAT MAKES A REALLY GOOD SUPPORT PROGRAMME FORPART-TIME LECTURERS IN HIGHER EDUCATION?; 6 STUDENTS WHO TEACH: DEVELOPING SCHOLARLY TUTORS; 7 HOW DO WE KNOW IT WORKS? DEVELOPING AND "]
[{"$nulls":4},"EVALUATING APROFESSIONAL DEVELOPMENT PROGRAMME FOR PART-TIME TEACHERS; THIRD PART: FOCUS ON DIFFERENT TYPES OF PART-TIME TEACHERS"]
[{"$nulls":4},"8 WELCOME ON BOARD: DESIGNING SUPPORT INTERVENTIONS TOMEET THE REAL NEEDS OF NEW PART-TIME LECTURERS9 TUTORING ONLINE: PRACTICES AND DEVELOPMENTAL NEEDS OFPART-TIME/CASUAL STAFF; 10 ALL TAKE AND NO GIVE? RESPONDING TO THE SUPPORT ANDDEVELOPMENT NEEDS OF WOMEN IN CASUAL ACADEMIC ROLES; SECTION III IMPLICATIONS AND FUTURE DIRECTIONS; 11 BUILDING SUSTAINABLE FRAMEWORKS FOR THE ENGAGEMENTAND DEVELOPMENT OF CASUAL TEACHING STAFF: AN AUSTRALIANPERSPECTIVE; 12 ACADEMIC LEADERSHIP: STRATEGIES FOR BUILDING EFFECTIVETEAMS OF ALL STAFF"]
[{"$nulls":4},"13 FUTURE DIRECTIONS IN PROFESSIONAL DEVELOPMENT:IMPLICATIONS FOR INDIVIDUALS AND ORGANISATIONSINDEX"]
[null,null,null,"Sommario/riassunto","Part-time teachers have become an increasing part of the workforce in universities throughout the world. They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers. This book, drawing on the voices of part-time teachers and the expertise of those who support them, considers whole-institution strategies to promote individual and collective professional development.Utilising real"]