Who Will Use Our Electronic Teacher’s Guide? A Preliminary Analysis of Preservice Teachers’ Knowledge of and Attitudes Toward Issues Surrounding the Holocaust
Brendan Calandra, Georgia State University, United States ; Thomas R. Lang, Ann E. Barron, University of South Florida, United States
CITE Journal Volume 4, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
To ascertain the current status of Holocaust knowledge and attitudes of prospective teachers and to inform the development of a web-based educational resource for teachers of the Holocaust, an exploratory analysis was conducted at a public university in Florida. Data were obtained from prospective teachers (N = 464) who completed a knowledge test, a survey related to bias toward traditionally marginalized groups, and a multicultural affinity scale. Statistical analyses were conducted to examine potential group differences for gender, race, age, and college major. No statistically significant differences were found for the knowledge test or students' bias toward marginalized groups. On the multicultural affinity scale, statistically significant results were obtained for gender and race. Results from this study can serve to guide the curriculum of teacher education programs as well as the development of resources such as the website, Teacher's Guide to the Holocaust.
Calandra, B., Lang, T.R. & Barron, A.E. (2004). Who Will Use Our Electronic Teacher’s Guide? A Preliminary Analysis of Preservice Teachers’ Knowledge of and Attitudes Toward Issues Surrounding the Holocaust. Contemporary Issues in Technology and Teacher Education, 4(2), 173-195. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2004 Society for Information Technology & Teacher Education
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Adam M. Friedman, University of North Carolina at Charlotte, United States; David Hicks, Virginia Tech, United States
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 2 (June 2006) pp. 246–258
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