Literaturnachweis - Detailanzeige
Autor/inn/en | Haberman, Martin; Dill, Vicky |
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Titel | The Knowledge Base on Retention vs. Teacher Ideology: Implications for Teacher Preparation. |
Quelle | In: Journal of Teacher Education, 44 (1993) 5, S.352-60Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-4871 |
Schlagwörter | Leitfaden; Academic Achievement; Academic Failure; Classroom Research; Disadvantaged Youth; Educational Change; Elementary Secondary Education; Grade Repetition; Higher Education; Ideology; Poverty; Preservice Teacher Education; School Restructuring; Teacher Attitudes |
Abstract | Discusses the impact of grade repetition on disadvantaged students, questioning why the failing strategy persists. Among the sollutions advocated are preservice teachers must learn to view student diversity favorably; and thoughtful teacher preparation and teacher selection are essential to the process. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |