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Examining Native American epistemological beliefs

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dc.contributor.advisor Schommer-Aikins, Marlene
dc.contributor.author Bird, Tera L.
dc.date.accessioned 2012-11-16T16:39:04Z
dc.date.available 2012-11-16T16:39:04Z
dc.date.copyright 2012 en
dc.date.issued 2012-05
dc.identifier.other t12004
dc.identifier.uri http://hdl.handle.net/10057/5376
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology en_US
dc.description.abstract The purpose of this study is to examine the epistemological beliefs of Native Americans in order to gain a better understanding of their beliefs about the nature of knowledge and learning. Fifteen adults were interviewed to obtain information related to their beliefs about the source, justification, stability, and structure of knowledge as well as their beliefs about the speed of learning, ability to learn, and their degree of trust in authority. Results confirmed that women attributed a larger percentage of the ability to learn from inborn characteristics, while men attributed a larger percentage of the ability to learn from learning how to learn. The results also confirmed that older participants were more likely to believe that the average person learns moderately fast, participants that disliked math were more likely to believe that the average person learns moderately fast, and participants that liked math were more likely to believe that the average person learns fast. en_US
dc.format.extent viii, 73 p. en
dc.language.iso en_US en_US
dc.publisher Wichita State University en_US
dc.rights Copyright Tera L. Bird, 2012. All rights reserved en
dc.subject.lcsh Electronic dissertations en
dc.title Examining Native American epistemological beliefs en_US
dc.type Thesis en_US

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