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AbstractThe purpose of this study was to investigate the factor structure of an inventory designed to sample preservice teachers’ opinions about children’s nature and needs, classroom discipline, subject matter, and appropriate teacher behavior. Image component analysis yielded three interpretable factors. The first two factors, accounting for most of the variance, tend to confirm earlier findings that “progressivism” and “traditionalism” are independent attitudinal dimensions, rather than opposite poles of a single continuum.
Wolfe et al. (Wed,) studied this question.
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