Peer reviewedERIC Number: EJ533432
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
EISSN: N/A
Available Date: N/A
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)
Descriptors: Career Change, Constructivism (Learning), Cultural Awareness, Cultural Relevance, Experiential Learning, Higher Education, Knowledge Level, Longitudinal Studies, Nontraditional Students, Preservice Teacher Education, Prior Learning, Secondary Education, Secondary School Teachers, Teacher Attitudes, World Views
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
