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The impact of a combined cognitive–affective intervention on pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues
ARTICLE

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TATE Volume 27, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The purpose of this study was to assess the impact of a cognitive–affective intervention the attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues of pre-service teachers in the United States. Sixty-seven participants were randomly assigned either to a control group (n=34) or an experimental group (n=33). Pre-test and post-test means were compared using paired-samples t-tests to determine the impact of the intervention. Data analysis revealed significant positive changes in the pre-service teachers’ attitudes and knowledge about homosexuality, as well as their anticipated professional behaviors with respect to homosexual students and their families.

Citation

Riggs, A.D., Rosenthal, A.R. & Smith-Bonahue, T. (2011). The impact of a combined cognitive–affective intervention on pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 201-209. Elsevier Ltd. Retrieved May 24, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.08.002

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