Teachers' Reading of the News.

Autor/in	Weaver, W. Phillips
Titel	Teachers' Reading of the News.
Quelle	(1969), (14 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cognitive Measurement; Current Events; Elementary School Teachers; News Media; Performance Tests; Questionnaires; Reading Habits; Reading Interests; Social Studies; Social Values; Teacher Background; Teacher Education; Teacher Qualifications + Suchen Sie Ihr Suchwort? Aktualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Nachrichtenwesen; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Fragebogen; Reading habit; Lesegewohnheit; Leseinteresse; Gemeinschaftskunde; Sozialer Wert; Lehrerausbildung; Lehrerbildung; Lehrqualifikation
Abstract	Certain aspects of the cognate background, especially the social science background, of those who teach young children were investigated. The sample population was 164 inservice teachers taking course work through the University College of the University of Maryland. Behind the study was the feeling that children are not being made aware of the great social problems of the times. Investigated via questionnaire were the news reading habits of the sample population. The teachers were asked to indicate newspaper and news publications read, approximate amount of time spent in reading them, and the importance placed on various types of articles. The teachers were also given the 1968 Time Current Events Test. In conclusion, the author posed three questions he felt should be answered in order to avoid many children being taught by teachers with serious gaps in their social studies backgrounds. Tables and three short reactions to the paper are included. (NH)
Anmerkungen	"Position Papers in Reading: Reading in the Total School Curriculum," Louise F. Waynant, Ed., p. 128-41. University of Maryland, College of Education, College Park, Md. 20036
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01