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ERIC Number: ED534244
Record Type: Non-Journal
Publication Date: 2011
Pages: 79
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1248-3991-2
ISSN: N/A
Social Justice Beliefs and Practices of Novice versus Experienced Elementary School Teachers
Burton, Sara
ProQuest LLC, Ed.D. Dissertation, University of Redlands
The purpose of this dissertation was to identify how the social justice beliefs and teaching practices of novice and experienced elementary school teachers differ, and how the social justice beliefs of novice teachers differ from entering teacher candidates. Using the measurement tools, the Learning to Teach for Social Justice-Beliefs Scale and the Learning to Teach for Social Justice-Practices Scale data were collected through teacher responses about social justice and socially just teaching practices, then analyzed using SPSS. The findings suggest that there are no statistically significant differences between the social justice beliefs and teaching practices of novice and experienced teachers' however did show some interesting patterns in responses to specific questions. Although, no significant differences were found in the social justice beliefs of novice and experienced teachers, some differences were identified in the social justice beliefs of novice teachers and entering teacher candidates. It can be concluded that further research in this area would lead to a stronger understanding of the social justice beliefs of varying groups of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A