Literaturnachweis - Detailanzeige
| Autor/inn/en | Powell, Richard R.; Sobel, Donna; Hess, Robyn S.; Verdi, Michael |
|---|---|
| Titel | The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity. |
| Quelle | In: Journal of Research in Rural Education, 17 (2001) 2, S.71-83
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-0534 |
| Schlagwörter | Context Effect; Cultural Pluralism; Elementary Secondary Education; Higher Education; Intergroup Relations; Multicultural Education; Preservice Teacher Education; Racial Bias; Rural Areas; Rural Schools; Sex Bias; Student Teacher Attitudes; Teacher Background; Texas |
| Abstract | A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school. (Contains 51 references.) (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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