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dc.contributor.authorJones, Donald Murray.en_US
dc.date.accessioned2009-07-09T18:54:44Z
dc.date.available2009-07-09T18:54:44Z
dc.date.issued1990-07-09T18:54:44Z
dc.identifier.urihttp://hdl.handle.net/10464/2220
dc.description.abstractThis is a descriptive study of elementary school teachers' perceptions of values transmitted in classrooms. Through circulation of a survey to teachers in Public and Separate Schools in the "Golden I-Iorseshoe" distt-ict of SOLtthern Ontario (e}{clLtding Toronto), it was found that teachers do see themselves as promoting values which tend to be conceptual or knowledge-based and receptive and pertain to self-perception and personal growth. They also show a tendency t.o Lise nlore conceptL\al teachi ng strategies SLieri as discussiona The respondents had no clear opinion regarding student disposition toward values but did feel very influential in developing that disposition. Demographic factors of gender, age, teaching division and teaching experience affected the responses to the surveYa The study was undertaken to describe a very sensitive area in education in the hope of moving closer toward a more effective school system II.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectValues--Study and teaching (Elementary)--Ontario--Goldenen_US
dc.subjectElementary school teachers--Ontario--Golden Horseshoe.en_US
dc.titleValues and the classroom teacheren_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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