Literaturnachweis - Detailanzeige
| Autor/inn/en | Palacios Gonzalez, Paloma; Jung, Jae Yup |
|---|---|
| Titel | The Predictors of Attitudes toward Acceleration as an Educational Intervention: Primary School Teachers in Mexico |
| Quelle | In: High Ability Studies, 32 (2021) 1, S.27-49 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-8139 |
| DOI | 10.1080/13598139.2019.1692649 |
| Schlagwörter | Predictor Variables; Elementary School Teachers; Teacher Attitudes; Teacher Characteristics; Acceleration (Education); Academically Gifted; Intervention; School Administration; Well Being; Prior Learning; Self Concept; Ideology; Place of Residence; Foreign Countries; Mexico |
| Abstract | This study investigated the predictors of attitudes toward acceleration as an educational intervention among primary school teachers in Mexico. For this purpose, data collected from a survey completed by 246 primary school teachers residing in two states of Mexico were analyzed using confirmatory factor analysis and multiple regression analysis. The findings indicated that school administrative support, socio-emotional impact, and state of residence may be predictive of supportive attitudes toward acceleration. In comparison, socio-emotional impact, contact with gifted persons, and self-perceptions of giftedness were identified to be predictive of perceptions that acceleration may be elitist. The implications of the study findings are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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