Date of Award

12-1992

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Douglas Lamoreaux

Abstract

This research paper contrasts traditional teaching methods and nontraditional methods in the social studies classroom. Field research was conducted in two urban classrooms with students with diverse populations. Findings suggest that many teachers whose ideas are liberatory may still use traditional educational methods that contradict their goals and ultimately confirm traditional curricular aims.

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