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Susan Matoba Adler Liebovich, Betty Jean 2015-09-25T19:54:01Z 2015-09-25T19:54:01Z 10000-01-01 2005 2005 The findings indicated that preservice teachers would benefit from a more explicit and practical approach to learning about advocacy. This approach could include their coursework, readings, discussion, and presentations by advocates in the field, and experiences with advocacy mentored by their cooperating teachers, supervisors and supervisors and professors. Results from this study may be used to inform educators and future advocates about the need for advocacy in teacher education programs. Made available in DSpace on 2015-09-25T19:54:01Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3182314.pdf: 4178326 bytes, checksum: 1cf852253c47543516ea73f9fa0b4a40 (MD5) Previous issue date: 2005 Embargo set by: Seth Robbins for item 81123 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 156 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2005. http://hdl.handle.net/2142/79841 (MiAaPQ)AAI3182314 eng Education, Teacher Training Early Childhood Preservice Teachers' Perceptions of Advocacy text Education Education University of Illinois at Urbana-Champaign Dissertation Ed.D.