![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The data for this report came from nationwide surveys sponsored by the National Endowment for the Humanities and the National Science Foundation. The questionnaires dealt with the instructional materials used by full‐ and part‐time instructors on the two‐year college level. First, cross‐tabulations of highest degree of full‐ and part‐time instructors and their amount of participation in the selection of textbooks revealed five correlations. In all three categories of humanities instructors, more full‐ than part‐time faculty selected texts, p < .05. In the category of science instructors holding a master's degree or a doctorate, the same correlation occurred. Second, humanities teachers with either a bachelor's degree or a doctorate assigned significantly more reading,p < .05, than did their part‐time counterparts in three different types of instructional materials. Science teachers with doctorates were also found to assign a greater number of pages of reading than did their part‐time counterparts but in two additional types of instructional materials. Last, data analysis indicated that overall, with increased years of experience, full‐time humanities instructors assign more extensive reading than do their part‐time counterparts.