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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ528659
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-426X
The Role of Concrete-Abstract Thinking Levels in Teachers' Multiethnic Beliefs.
Johnson, Patsy E.; Johnson, Robert E.
Journal of Research and Development in Education, v29 n3 p134-40 Spr 1996
Middle school teachers (n=123) in 2 southeastern states completed surveys examining the relationship of their abstract-concrete thinking levels to their multiethnic beliefs. Teachers' beliefs about multiethnic issues varied according to their individual thinking styles, with concrete thinkers holding beliefs that were less likely to nurture efforts to improve education in multiethnic settings. (SM)
Descriptors: Abstract Reasoning, Cognitive Style, Intermediate Grades, Junior High Schools, Logical Thinking, Middle Schools, Minority Group Children, Minority Groups, Multicultural Education, Racial Attitudes, Secondary School Teachers, Teacher Attitudes
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Diversity (Student); Teacher Thinking