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Using Reflective Teaching for Changing In-Service Teachers' Attitudes and Increasing Their Cognitive-Ethical Development and Academic Knowledge in Multicultural Education.
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Gonzalez, Virginia – 1993
This is a descriptive survey study on the academic and personal characteristics of inservice teachers who were taking a graduate course in multicultural education issues. Descriptions of existing patterns and changes in academic knowledge and attitudinal belief systems on multicultural education are summarized. Reflective teaching was used as a…
Descriptors: Attitude Change, Concept Teaching, Diversity (Student), Education Courses