Literaturnachweis - Detailanzeige
| Autor/in | Anderson, James G. |
|---|---|
| Institution | New Mexico State Univ., Las Cruces. |
| Titel | Teachers of Minority Groups: The Origins of Their Attitudes and Instructional Practices. |
| Quelle | (1969), (72 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Disadvantaged Youth; Mathematics Teachers; Mexican Americans; Minority Group Teachers; Questionnaires; Tables (Data); Teacher Attitudes; Teacher Background; Teacher Characteristics; Teaching Methods; Texas; Texas (El Paso) |
| Abstract | The origins of attitudes and instructional practices among teachers of Mexican American children were explored by means of a questionnaire developed to elicit information from teachers regarding their academic background, experience, career aspirations, and instructional practices, and their attitudes toward students, parents, and special programs for disadvantaged minority children. The questionnaire was administered to a sample of 72 public school mathematics teachers in 3 district ecological areas of South El Paso, Texas, and factor analysis was utilized to clarify the complex structure of the teacher variables. The findings suggested that the origins of teacher attitudes toward disadvantaged minority students might lie in the type of professional training received. Teachers' approaches, views regarding the value of compensatory and bilingual programs, and appraisal of student ability and effort, and the type of student they enjoyed teaching were related to their professional training and career aspirations. Numerous tables and figures supplement the narrative. The questionnaire used in the study is contained in the appendix. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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