ERIC Number: ED098056
Record Type: RIE
Publication Date: 1974-Apr-17
Reference Count: 0
Relationships Between Progressivism, Traditionalism, Dogmatism, and Philosophical Consistency in Science, English and Elementary School Teachers.
Brown, Lewis M.
This study was concerned with the delineation of relationships among teacher attitudes on progressive and traditional teaching ideologies, personal philosophical orientation, and the degree of individual differences in openness or closedness of belief systems among secondary and elementary teachers. Sixteen science student teachers and 54 science, English and elementary school teachers were participants in the study. Three tests, the Kerlinger Education Scale I, the Rokeach Dogmatism Scale, and the Hug Philosophical Consistency Test, were taken by all participants. Multi-linear stepwise regression and analysis of variance were used to determine predictive value of life philosophy upon educational attitude and to determine differences. Significant differences between pairs of groups were determined with t-tests. Conclusions from the study indicate life philosophy is related to educational attitude. Knowing the life philosophy would help in the formation of teaching teams and in assignment of student teachers to co-operating teachers. English teachers scored significantly different on the philosophical test; the results indicated they had greater experience with philosophy during college years than did science teachers. (Author/EB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (47th, Chicago, Illinois, April 1974); Marginal legibility on Table 4 and Figure 1