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The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity

A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school. (Contains 51 references.) (TD)

  • Author/Creator: Powell, Richard R., Sobel, Donna, Hess, Robyn S., Verdi, Michael
  • Date Published: Fall
  • Journal/Secondary Title: Journal of Research in Rural Education
  • Number: 2
  • Volume: 17
  • Year: 2001

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