Conclusions

At the beginning of this study five related hypotheses were posited. Some were fully verified, others only with qualifications. In one case the data on hand were not sufficient to warrant conclusions. The first hypothesis assumed that commitment to professional group norms (including specialization)...

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Published in: Revolution and Tradition in People's Poland: Education and Socialization p. 309
Main Author: JOSEPH R. FISZMAN
Format: Book Chapter
Language: English
Published: Princeton University Press 03-08-2015
Subjects:
War
Online Access: Get full text
Summary: At the beginning of this study five related hypotheses were posited. Some were fully verified, others only with qualifications. In one case the data on hand were not sufficient to warrant conclusions. The first hypothesis assumed that commitment to professional group norms (including specialization) would tend to reduce the teacher’s ability to internalize the system’s ideological values, subsequently rendering him less efficient as a transmitter of such values to students. This hypothesis was confirmed only in part. Secondary school teachers who consider themselves subject-matter specialists, in the main mathematicians or physical scientists, reflected a position on religious issues which was