The Knowledge Base on Retention vs. Teacher Ideology: Implications for Teacher Preparation.

Haberman, Martin; Dill, Vicky

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Peer reviewed

ERIC Number: EJ476795

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4871

EISSN: N/A

The Knowledge Base on Retention vs. Teacher Ideology: Implications for Teacher Preparation.

Haberman, Martin; Dill, Vicky

Journal of Teacher Education, v44 n5 p352-60 Nov-Dec 1993

Discusses the impact of grade repetition on disadvantaged students, questioning why the failing strategy persists. Among the sollutions advocated are preservice teachers must learn to view student diversity favorably; and thoughtful teacher preparation and teacher selection are essential to the process. (SM)

Descriptors: Academic Achievement, Academic Failure, Classroom Research, Disadvantaged Youth, Educational Change, Elementary Secondary Education, Grade Repetition, Higher Education, Ideology, Poverty, Preservice Teacher Education, School Restructuring, Teacher Attitudes

Publication Type: Guides - Non-Classroom; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A