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dc.contributorWichita State University. Department of Educational Leadership
dc.contributor.authorCalabrese, Raymond L., 1942-
dc.contributor.authorFisher, James E.
dc.date.accessioned2012-02-10T20:00:58Z
dc.date.available2012-02-10T20:00:58Z
dc.date.issued1988-01-03
dc.identifier.citationCalabrese, Raymond L., and James E. Fisher. 1988. "The Effects of Teaching Experience on Levels of Alienation". The Journal of Psychology. 122 (2): 147-153.en_US
dc.identifier.issn0022-3980
dc.identifier.urihttp://hdl.handle.net/10057/4446
dc.identifier.urihttp://dx.doi.org/10.1080/00223980.1988.9712700
dc.descriptionClick on the DOI link below to access the article (may not be free).en_US
dc.description.abstractThis study was designed to measure the levels of alienation among American student and full-time teachers, based on the length of their experience with the public school organization. One hundred seventy eight subjects, including 113 full-time teachers and 65 student teachers, were administered the Dean Alienation Scale. Analysis of the data indicated that student teachers had significantly higher levels of alienation, isolation, normlessness, and powerlessness, than did full-time teachers. The less experience the teacher had, the higher were his or her levels of total alienation and powerlessness.en_US
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesThe Journal of Psychology;1988:, v.122, no.2
dc.subjectAlienationen_US
dc.subjectAmerican studentsen_US
dc.subjectTeachersen_US
dc.titleThe effects of teaching experience on levels of alienationen_US
dc.typeArticleen_US
dc.description.versionPeer reviewed
dc.rights.holderCopyright © 1988 Routledge


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