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ERIC Number: EJ533432
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0742-051X
Epistemological Antecedents to Culturally Relevant and Constructivist Classroom Curricula: A Longitudinal Study of Teachers' Contrasting World Views.
Powell, Richard R.
Teaching and Teacher Education, v12 n4 p365-84 1996
A 4-year case study examined how two second-career teachers' prior experiences, beliefs about knowledge, and schooling contexts influenced their ability to implement culturally relevant, constructivist classroom curricula. Interviews and observations highlighted important relationships between teachers' personal belief systems for teaching and learning and the nature of their classroom curricula. (SM)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A