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Male and female graduate students majoring in counseling and guidance were compared with their peers specializing in supervision or a teaching field. Significant differences among subgroups of both sexes were observed on both intellective and nonintellective variables. Male counselor candidates were more clearly differentiated from noncounseling majors than female counselor candidates. However, the similarities among categories of graduate students in education were more striking than the differences. It appeared that groups of education students differed more markedly from men and women in general than from each other. It was suggested that groups of individuals who have completed a bachelor's degree in education are significantly better adjusted than men and women in general and that differences among large subgroups of graduate students in education tend to be small because teachers are not a normal sample. 相似文献
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LOU EDWARD MATTHEWS 《Educational Studies in Mathematics》2003,53(1):61-82
A collective case study guided by reconceptualized critical theory explored the teaching of four elementary teachers as they
incorporated a model of culturally relevant teaching into their mathematics instruction at four predominantly Black schools
in Bermuda. The study examined how teachers sought to (a) foster critical mathematical thinking and critical consciousness,
(b) build on informal mathematical and cultural knowledge; and (c) utilize empowerment orientations toward students' culture
and experience. The teachers embraced culturally relevant teaching but varied in their efforts to incorporate these perspectives
into instruction. Four facets of their teaching are illuminated. These complexities included situations were teaching focused
on sustaining empowered relationships;building on or to students' cultural knowledge; and fostering critical thinking as framed in the model, or personal definitions.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献