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ERIC Number: EJ914487
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1521-0960
Becoming Teachers: The Payne Effect
Smiley, Azure Dee; Helfenbein, Robert J.
Multicultural Perspectives, v13 n1 p5-15 2011
In this qualitative study, the authors explore the connections between a preservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) "A Framework for Understanding Poverty" has on the ideological development of preservice special education teachers embarking on an urban practicum. Implications for teacher education are discussed. (Contains 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A