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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ476795
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4871
The Knowledge Base on Retention vs. Teacher Ideology: Implications for Teacher Preparation.
Haberman, Martin; Dill, Vicky
Journal of Teacher Education, v44 n5 p352-60 Nov-Dec 1993
Discusses the impact of grade repetition on disadvantaged students, questioning why the failing strategy persists. Among the sollutions advocated are preservice teachers must learn to view student diversity favorably; and thoughtful teacher preparation and teacher selection are essential to the process. (SM)
Descriptors: Academic Achievement, Academic Failure, Classroom Research, Disadvantaged Youth, Educational Change, Elementary Secondary Education, Grade Repetition, Higher Education, Ideology, Poverty, Preservice Teacher Education, School Restructuring, Teacher Attitudes
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Knowledge Base for Teaching