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The Perceptions of Teachers of United States History in Traditionally Black Colleges with Regard to their Efforts to Promote Cognitive Development in Students

The problem for this investigation was the extent to which instruction in the traditionally black colleges and universities was directed toward higher cognitive skills as perceived by teachers of United States history in these institutions. The purposes of the study were to determine whether teachers (1) in state supported as opposed to private black colleges, (2) in urban-based as opposed to non-urban-based black colleges, (3) at non-denominational as opposed to denominational black colleges, (4) of age forty or older as opposed to teachers under age forty at black colleges,(5) categorized according to gender at black colleges, (6) categorized as United States citizens as opposed to non-citizens at black colleges, and (7) taught at black colleges and those who taught at white colleges differed significantly in their reported efforts to promote higher cognitive development. The following conclusions were drawn: Teachers at black colleges, as well as black teachers and white teachers at black colleges appeared to recognize the need to develop the higher mental powers of theirs students. Emphasis upon higher cognitive development is not likely to vary significantly according to academic degrees attained by the teacher, the geographic area in which the teacher was reared, or the gender of the teacher. Graduates of black colleges who taught at black colleges were apparently more attuned to the need for teaching higher cognitive development than were other teachers at black colleges.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc935765
Date08 1900
CreatorsJohnson, Stanley W. (Stanley Webster)
ContributorsCurry, John F., Pickens, Donald K., Clarke, Charles M., Sandefur, Walter
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatxi, 238 leaves, Text
RightsPublic, Johnson, Stanley W. (Stanley Webster), Copyright, Copyright is held by the author, unless otherwise noted. All rights

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