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Political Roles of Social Studies Teachers and Principals, 1965 (ICPSR 7241)
During the spring of 1965, these two datasets were collected in conjunction with the Student-Parent Socialization Study, 1965. The principals and the most relevant social studies teachers in the 97 schools used in the sampling of the high school students comprise these two datasets. With these data the investigator sought to explore the effects of school-related factors on the formation of citizenship perspectives among high school students. The questionnaire administered to the teachers covered the areas of methods and materials used in courses, job satisfaction, political values and orientations, attitudes toward students and teacher-student relationships, work time devoted to social studies, and community political roles of teachers. The questionnaire administered to the principals focused on political values, attitudes toward students, and handling controversial issues in class. Social Studies teachers: 317 respondents weighted to 385, 10 cards of data per respondent, and 325 variables. Principals: 97 respondents weighted to 118, 7 cards of data per respondent, and 240 variables.
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Jennings, M. Kent. POLITICAL ROLES OF SOCIAL STUDIES TEACHERS AND PRINCIPALS, 1965. Ann Arbor, MI: University of Michigan, Institute for Social Research [producer], 1965. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 1976. http://doi.org/10.3886/ICPSR07241.v1
Persistent URL: http://doi.org/10.3886/ICPSR07241.v1
Scope of Study
Subject Terms: citizenship, communities, education, high school students, job satisfaction, jobs, political attitudes and behavior, principals, school, roles, schools, social studies teachers, socialization, students, teacher-student relationships, teachers, United States
Original ICPSR Release: 1984-05-03
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