rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Effects of human relations training on secondary preservice teacher philosophy of human nature and beliefs about disadvantaged students
  name:
    name part: Rosser, Randall Stephen.
    role:
      role term: creator
  name:
    name part: Ash, Michael
    role:
      role term: degree committee member.
  name:
    name part: Barker, Donald
    role:
      role term: degree committee member.
  name:
    name part: Denton, Jon
    role:
      role term: degree committee member.
  name:
    name part: Stenning, Walter F.
    role:
      role term: degree supervisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: txu
    date issued: 1977
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: ix, 61 leaves ; 28 cm
  abstract: This investigation was conducted to determine the effects of human relations training on preservice teachers' philosophy of human nature and beliefs about disadvantaged students. Five treatment groups, three experimental and two control, differing by either content or type of leader, were employed in the study. The active control was conducted as an unstructured sensitivity group. The active control was conducted as an unstructured sensitivity group. The three experimental groups were as follows: a) value clarification-stressing the values of the preservice teacher and how these values are expressed to others b) disadvantaged (counselor led)-focused on attitudes and beliefs the preservice teacher had about culturally disadvantaged students c) disadvantaged (teacher led)-covered the same activities as the previous group but had a non-counselor, experienced teacher as a group leader. The passive control experienced pretesting and posttesting only as an activity related to the study. Subjects were 81 education majors from Texas A&M University. Fifty-six students from two secondary teaching methods and curriculum courses were randomly assigned to either the active control or one of the three experimental groups. Twenty-five subjects from an introductory educational psychology course served as the passive control. Subjects in the four training groups participated in six two-hour sessions over a three week period..
  note: by Randall Stephen Rosser.
  note: "Major subject: Educational Psychology."
  note: Vita.
  note: Texas A & M University
  note: Includes bibliographical references (leaves 51-56).
  subject:
    topic: High school teachers
    topic: Training of
  subject:
    topic: Interpersonal relations
    topic: Study and teaching
  subject:
    topic: People with social disabilities
    topic: Education
  subject:
    topic: Educational Psychology
  subject:
    topic: High school teachers
    topic: Training of
  subject:
    topic: Interpersonal relations
    topic: Study and teaching
  subject:
    topic: People with social disabilities
    topic: Education
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-368425
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-368425
  record info:
    record content source: TXA
    record creation date: 780128
    record change date: 20220104090638.0
    record identifier: in00000350936
    language of cataloging:
      language term: eng