Attitudes of Prospective Teachers Toward the Culturally Different [electronic resource] / W. Paul Mortenson and Anton J. Netusil.
This study examined whether or not prospective elementary school teachers can become more positively oriented toward culturally different children after taking teacher education courses that focus on teaching these children. Two groups were taught two courses dealing with disadvantaged youngsters. G...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1976.
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MARC
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| 099 | |f ERIC DOC # |a ED115614 | ||
| 100 | 1 | |a Mortenson, W. Paul. | |
| 245 | 1 | 0 | |a Attitudes of Prospective Teachers Toward the Culturally Different |h [electronic resource] / |c W. Paul Mortenson and Anton J. Netusil. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 17 p. | ||
| 500 | |a ERIC Document Number: ED115614. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a This study examined whether or not prospective elementary school teachers can become more positively oriented toward culturally different children after taking teacher education courses that focus on teaching these children. Two groups were taught two courses dealing with disadvantaged youngsters. Group A took the course during the summer and did not have any interaction with such children. Group B took the courses during two consecutive fall and winter quarters and worked with culturally different children. Students were administered questionnaires which dealt with their feelings about minority people both before and after the courses. Conclusions were that students taught courses about minorities without having real-life experience with them became more prejudiced. Students who worked with minority people became less prejudiced in general. Results indicated that practicum experiences of student teachers should include interaction with children not of the dominant culture if the teachers are to avoid looking down on them or expecting them to fail. This is particularly important because children often live up or down to the expectations of their teachers. (CD) | ||
| 650 | 0 | 7 | |a Bias. |2 ericd. |
| 650 | 0 | 7 | |a Cultural Pluralism. |2 ericd. |
| 650 | 1 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 0 | 7 | |a Education Courses. |2 ericd. |
| 650 | 0 | 7 | |a Ethnic Groups. |2 ericd. |
| 650 | 1 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Minority Groups. |2 ericd. |
| 650 | 1 | 7 | |a Practicums. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Social Discrimination. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education. |2 ericd. |
| 700 | 1 | |a Netusil, Anton J. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED115614.pdf |z Full Text (via ERIC) |
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