Show simple item record

dc.contributor.authorHerron, Jason P.
dc.contributor.authorHennessey, Maeghan N.
dc.date.accessioned2021-10-08T14:45:09Z
dc.date.available2021-10-08T14:45:09Z
dc.date.issued2021-09-24
dc.identifier.citationHerron, J. P., & Hennessey, M. N. (2021). Classroom context influence on pre-service teacher pupil control ideology. Teacher Educator, doi:10.1080/08878730.2021.1974627en_US
dc.identifier.issn0887-8730
dc.identifier.issn1938-8101
dc.identifier.urihttps://doi.org/10.1080/08878730.2021.1974627
dc.identifier.urihttps://soar.wichita.edu/handle/10057/22146
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractThe purpose of this experimental study is to examine the extent to which changes in a classroom scenario influence participant reports of pupil control ideology (PCI). Pre-service teacher participants (n = 83) completed a measure of PCI. They were then randomly assigned into hypothetical classroom contexts (low time, low physical resources, and control conditions). An ANOVA procedure was used to examine group differences in PCI. Results of this study indicate that participants in the low time condition exhibited statistically significantly more custodial PCI than participants in the control condition, while participants in the low resources condition exhibited a near significant mean difference from participants in the control condition. Implications for practice are reported.en_US
dc.language.isoen_USen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesTeacher Educator;
dc.titleClassroom context influence on pre-service teacher pupil control ideologyen_US
dc.typeArticleen_US
dc.rights.holder© 2021 Taylor & Francis Group, LLC.en_US


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record