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A study of cognitive changes made to...

Haterius, Gail G.

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A study of cognitive changes made to teach a state-mandated curriculum (Texas).

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of cognitive changes made to teach a state-mandated curriculum (Texas)./
Author:	Haterius, Gail G.
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0778.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3124514
ISBN:	0496718208

A study of cognitive changes made to teach a state-mandated curriculum (Texas).
Haterius, Gail G.

A study of cognitive changes made to teach a state-mandated curriculum (Texas). - 175 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0778.

Thesis (Ed.D.)--Texas Tech University, 2004.

This grounded theory study conducted at two public school campuses researched the process of cognitive changes made by teachers in order to teach a state mandated curriculum, specifically the Texas Essential Knowledge and Skills (TEKS). The purp

ISBN: 0496718208Subjects--Topical Terms:

626645
Education, Administration.

A study of cognitive changes made to teach a state-mandated curriculum (Texas).
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245 1 2 $a A study of cognitive changes made to teach a state-mandated curriculum (Texas).
300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0778.
500 $a Chair: Sylvia Mendez-Morse.
502 $a Thesis (Ed.D.)--Texas Tech University, 2004.
520 $a This grounded theory study conducted at two public school campuses researched the process of cognitive changes made by teachers in order to teach a state mandated curriculum, specifically the Texas Essential Knowledge and Skills (TEKS). The purp
520 $a There were five accelerating factors that helped teachers change their minds: (1) knowledge, (2) teacher efficacy, (3) accountability, (4) leadership, and (5) collegiality. Each of these factors influenced the teachers' cognitive change to help
520 $a Two years was the most frequently mentioned time frame for this group of teachers to change. The data revealed that teachers did not feel that valuing social justice influenced them to teach the state mandated standards-based curriculum. Teacher
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