Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Anxiety | 1 |
| Attitudes toward Disabilities | 1 |
| Consciousness Raising | 1 |
| Controversial Issues (Course… | 1 |
| Coping | 1 |
| Fear | 1 |
| Gender Bias | 1 |
| Intervention | 1 |
| Metacognition | 1 |
| Preservice Teachers | 1 |
| Program Effectiveness | 1 |
| More ▼ | |
Source
| Texas Education Review | 1 |
Author
| Cassidy Lindell | 1 |
| Cathryn van Kessel | 1 |
| Jeff Schimel | 1 |
| Kelcia Righton | 1 |
| Lea Lester | 1 |
| Zahra Hussain | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textCathryn van Kessel; Kelcia Righton; Lea Lester; Jeff Schimel; Zahra Hussain; Cassidy Lindell – Texas Education Review, 2024
This collaborative, descriptive research project in urban Texas looked at the at the development, implementation, and student perception of effectiveness of a multi-stage pedagogical intervention in a classroom to help preservice teachers become more confident during discussions of controversial identity issues; specifically, ableism, classism,…
Descriptors: Urban Schools, Student Attitudes, Intervention, Preservice Teachers
