Relationships Between Progressivism, Traditionalism, Dogmatism, and Philosophical Consistency in Science, English and Elementary School Teachers.

Brown, Lewis M.

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Record Details - ED098056

Title: Relationships Between Progressivism, Traditionalism, Dogmatism, and Philosophical Consistency in Science, English and Elementary School Teachers.

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Title:	Relationships Between Progressivism, Traditionalism, Dogmatism, and Philosophical Consistency in Science, English and Elementary School Teachers.
Authors:	Brown, Lewis M.
Descriptors:	Educational Philosophy; Educational Research; Elementary School Teachers; Philosophy; Predictor Variables; Science Education; Student Teachers; Teacher Attitudes; Teacher Characteristics
Source:	N/A
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Publisher:	N/A
Publication Date:	1974-04-17
Pages:	15
Pub Types:	Reports - Research
Abstract:	This study was concerned with the delineation of relationships among teacher attitudes on progressive and traditional teaching ideologies, personal philosophical orientation, and the degree of individual differences in openness or closedness of belief systems among secondary and elementary teachers. Sixteen science student teachers and 54 science, English and elementary school teachers were participants in the study. Three tests, the Kerlinger Education Scale I, the Rokeach Dogmatism Scale, and the Hug Philosophical Consistency Test, were taken by all participants. Multi-linear stepwise regression and analysis of variance were used to determine predictive value of life philosophy upon educational attitude and to determine differences. Significant differences between pairs of groups were determined with t-tests. Conclusions from the study indicate life philosophy is related to educational attitude. Knowing the life philosophy would help in the formation of teaching teams and in assignment of student teachers to co-operating teachers. English teachers scored significantly different on the philosophical test; the results indicated they had greater experience with philosophy during college years than did science teachers. (Author/EB)
Abstractor:	N/A
Reference Count:	0

Note:	Paper presented at the annual meeting of the National Association for Research in Science Teaching (47th, Chicago, Illinois, April 1974); Marginal legibility on Table 4 and Figure 1
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Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
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