Literaturnachweis - Detailanzeige
Autor/inn/en | Johnson, Patsy E.; Johnson, Robert E. |
---|---|
Titel | The Role of Concrete-Abstract Thinking Levels in Teachers' Multiethnic Beliefs. |
Quelle | In: Journal of Research and Development in Education, 29 (1996) 3, S.134-40 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-426X |
Schlagwörter | Abstract Reasoning; Cognitive Style; Intermediate Grades; Junior High Schools; Logical Thinking; Middle Schools; Minority Group Children; Minority Groups; Multicultural Education; Racial Attitudes; Secondary School Teachers; Teacher Attitudes |
Abstract | Middle school teachers (n=123) in 2 southeastern states completed surveys examining the relationship of their abstract-concrete thinking levels to their multiethnic beliefs. Teachers' beliefs about multiethnic issues varied according to their individual thinking styles, with concrete thinkers holding beliefs that were less likely to nurture efforts to improve education in multiethnic settings. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |