Practicing What We Preach: New Roles for Professional Educators.Report as inadecuate




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In the context of striving for an effective educational equity agenda and school community commitment to diversity, this action research study sought to determine when and how teachers' attitudes, values and self-awareness should be evaluated, and how knowledge of their misconceptions could be used to enhance the success of students attending urban high schools. At a high school in the Indianapolis Public School Corporation serving 1052 ethnically diverse students, faculty were asked to think about each of their present students with regard to two attributes: general academic ability and learning personality. They then considered 29 instructional alternatives and chose which would be appropriate for each student. These choices were then compared with an expert's instructional choice. Participants then responded to items contained in "critical conversations" task sheets on equalizing educational opportunities, participated in various staff development activities, and were pre- and post-tested to determine whether their opinions had changed. The study concluded that urban practitioners believe that different instructional alternatives work best for different learners; that degree and direction of change are influenced by the practitioner's own cognitive ability, learning personality, and prior knowledge; and that by uncovering practitioners' perspectives on contemporary issues change agents can better gauge when and how to replay those choices. (JB)

Descriptors: Academic Ability, Action Research, Attitude Change, Change Agents, Cognitive Style, Educational Strategies, Equal Education, High School Students, Secondary Education, Secondary School Teachers, Teacher Attitudes, Teaching Methods, Urban Schools











Author: Andrews, W-Dene Eddings

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12495&id=ED394911







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