Relevant bibliographies by topics / Educational Beliefs and Values

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational Beliefs and Values'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Educational Beliefs and Values"

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Watson, Brenda, Alex McEwen, and Earl Robinson. "Evangelical Beliefs and Educational Values." British Journal of Educational Studies 44, no. 2 (June 1996): 237. http://dx.doi.org/10.2307/3121749.

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Hernandez, Diley, Shaheen Rana, Meltem Alemdar, Analía Rao, and Marion Usselman. "Latino parents’ educational values and STEM beliefs." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 354–67. http://dx.doi.org/10.1108/jme-12-2015-0042.

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Purpose This paper aims to provide a snapshot of K-12 Latino families’ beliefs about education, their awareness and interest in science, technology, engineering and math (STEM) careers and their perceived educational challenges. It builds on the existent body of literature by dispelling pervasive notions that Latino parents do not value education. It contributes to the field by providing evidence of Latino parents’ beliefs, awareness and interest in STEM careers for their children. Design/methodology/approach This study reports the results of a focus group needs assessment conducted with Latino parents, surveys and interviews collected for three years during Latino family-focused events. Findings Surveyed parents thought children should attend college to prepare for a better future and career decisions should be dependent on their preference and vocation. They believed STEM careers were important for the Latino community and reported talking to their children about having a job in STEM. Parents perceived several challenges for their children’s education, such as cost, immigration status, lack of information and language barriers. Practical implications Stereotypes regarding Latino family’s beliefs about education have implications for how school systems, educational gatekeepers and stakeholders perceive these students’ opportunities. This paper discredits the perception that Latino parents are not interested in their children attending college or pursuing STEM careers. Originality/value There is a dearth of information about Latino families’ perceptions of their children’s educational goals, knowledge of STEM careers and their interest in such fields. This paper provides a fundamental step toward filling that gap.
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Grubbs, Jeffrey B. "Helping Pre-Service Art Teachers Confront their Pedagogical Belief Systems." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 8–20. http://dx.doi.org/10.31686/ijier.vol2.iss10.243.

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People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions; they affect every part of our lives. In education, beliefs influence what, why, and how something is taught. The many threads of teacher belief literature have deepened our understanding of the teaching phenomenon for many decades. This article suggests that educational quality can be improved if teachers would analyze their own educational belief systems more systematically and comprehensively. The article gives a brief history of teacher belief research and suggests a framework by which teachers could analyze their thinking, beliefs, or assumptions. The article finishes with an example of how one professor integrated teacher belief research into a college course helping pre-service art educators analyze their conflicting belief systems.
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Dai, David Yun, and Robin M. Schader. "Decisions Regarding Music Training: Parental Beliefs and Values." Gifted Child Quarterly 46, no. 2 (April 2002): 135–44. http://dx.doi.org/10.1177/001698620204600206.

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Gürşimşek, IşIk, and Melek GöreGenli. "HUMANISTIC ATTITUDES, VALUES, SYSTEM JUSTIFICATION, AND CONTROL BELIEFS IN A TURKISH SAMPLE." Social Behavior and Personality: an international journal 34, no. 7 (January 1, 2006): 747–58. http://dx.doi.org/10.2224/sbp.2006.34.7.747.

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The values, humanistic attitudes, perceived democratic level and justification of the educational system and personal control beliefs about the educational system in Turkey were investigated. The sample consisted of 211 teacher candidates and 155 teachers from different public schools in İzmir. Data were gathered using the Polarity Scale (Tomkins, Stone, & Schaffner, 1988), Schwartz Value Scale (Sagiv & Schwartz, 1995), and the following three scales which were developed for this study: Perceived Democracy in Education System Scale, Control Beliefs Scale, and System Justification Scale. Results demonstrate significant differences between the teachers and teacher candidates for control beliefs, system justification, and some dimensions of Schwartz's Value Scale. Also age and sex are seen to be related to humanistic values and perceived democratic level of the educational system. Multiple correlations are determined between the beliefs, values, and attitudes of participants in relation to different dimensions of the education system. The results are discussed in relation to democratic education.
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Çelik, Raşit, Fatih Koca, and İbrahim Dadandi. "The Role of Self-Efficacy and Educational Beliefs in Democratic Values: The Case of Turkish Pre-Service Teachers." Athens Journal of Education 9, no. 4 (October 12, 2022): 559–74. http://dx.doi.org/10.30958/aje.9-4-2.

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The purpose of this study is to examine the role of self-efficacy and educational beliefs in relation to democratic values, while focusing on Turkish pre-service teachers. 382 pre-service teachers from a public university in Turkey have voluntarily participated in this study and responded to a series of research instruments provided by the Educational Belief, Teacher Sense of Self-Efficacy and Democratic Values Scales. The results revealed that higher self-efficacy belief is positively associated with higher democratic values among pre-service teachers who endorse contemporary philosophical approaches to education. Keywords: higher education, democracy, philosophy of education, teacher education
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Karakaya, Yunus Emre, Fatih Mehmet Ugurlu, İsmail Polatcan, Metin Yilmaz, and Tamer Karademir. "Educational Beliefs of Prospective Physical Education and Sports Teachers." Journal of Educational Issues 7, no. 2 (November 29, 2021): 321. http://dx.doi.org/10.5296/jei.v7i2.19109.

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This study was conducted to reveal the educational beliefs of prospective physical education and sports teachers, who receive education at the higher education level in Turkey, according to dependent and independent variables. Within this scope, the “Educational Belief Scale” was used to collect the data from 359 prospective teachers. The data collected from the sample were first analyzed by SPSS 22.0 package software. In the correlation analysis, it was observed that the “Educational Beliefs Scale” and the progressivism subscale were correlated very strongly and positively, which was the strongest correlation in the analysis (r = 0.918; p < 0.05). In the regression analysis, four different model structures were created, where it was determined that the subscale with the highest prediction power for the “Educational Beliefs Scale” was the progressivism subscale that predicted 84% of the variance of the “Educational Beliefs Scale” (R2 = 0.840). In conclusion, it was discovered that the prospective teachers did not internalize the fundamentalism, which is included in the traditional educational philosophy. Significant responsibilities fall on the shoulders of academics and decision-makers to enable prospective teachers to save the valuable sections of basic information and values of the past and transfer them to new generations while approaching teaching with a perspective that promotes the potential of new generations in building a better civilization upon the achievements of past generations.
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Pulverness, A. "Values, Philosophies and Beliefs in TESOL: Making a Statement." ELT Journal 65, no. 2 (March 15, 2011): 196–98. http://dx.doi.org/10.1093/elt/ccr010.

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Lin, Xunyi, and Hui Li. "Chinese mothers’ profile which values both play and academics predicts better developmental outcome in young children." International Journal of Behavioral Development 43, no. 1 (April 1, 2018): 61–66. http://dx.doi.org/10.1177/0165025418767062.

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Parental beliefs about play and learning are part of the “belief-context” of early childhood development and can thus make a key difference for the child. Previous studies have focused on cross-cultural comparisons, and therefore have neglected intra-cultural variations. This study sampled 163 Chinese mothers with children aged two to four years old ( M = 38.73 months, SD = 4.91) in south-eastern China, using the Chinese Parent Play Beliefs Scale, Home Play Activities Questionnaire and China Developmental Scale for Children. The latent profile analysis identified the three profiles of Chinese mothers: (a) Traditional mothers, who placed higher value on pre-academic activities, but lower value on early play; (b) Contemporary mothers, who placed higher value on early play, but lower value on pre-academic activities; and (c) Eclectic mothers, who placed the highest values on both pre-academic activities and play. The three profiles of mothers’ play beliefs were differentiated by maternal education, frequencies of children’s play and pre-academic activities at home, and children’s early development. Children of Eclectic mothers had better cognitive development than those of Contemporary mothers, and had better socio-emotional and overall development than those of Traditional mothers, even after adjusting for socio-demographic variables.
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Siregar, Marni, Hetty WA Panggabean, Joseph Peter B. Regondola, and Marasi Aritonang. "Traditional Beliefs in Postpartum Care among Indonesian and Filipino Mothers: A Comparative Study." Iberoamerican Journal of Medicine 3, no. 3 (June 28, 2021): 241–48. http://dx.doi.org/10.53986/ibjm.2021.0038.

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Introduction: This study was conducted to assess the traditional beliefs and practices in postpartum care among Indonesian and Filipino mothers to propose a program to improve maternal and child health. Methods: The study utilized a descriptive research design to Indonesian mother respondents (n=110) and Filipino mother-respondents (n=119) who were conveniently selected. Traditional beliefs focused on technological factors, religious and philosophical factors, kinship and social factors, cultural values, beliefs, lifestyles, political and legal factors, economic factors, and educational factors were evaluated. Results: On assessing the traditional beliefs in postpartum care, Indonesian mother respondents obtained an overall mean of 2.83 verbally interpreted as agree/true while Filipino mother-respondents yielded an overall mean of 2.99 verbally interpreted as agree/true. Statistical analysis showed a significant difference in the assessment of Indonesian and Filipino mother respondents on their traditional beliefs in postpartum care in terms of technological factors, kinship, and social factors, cultural values, and educational factors. Conclusions: These findings indicate that traditional practices towards maternal care in the postpartum period are commonplace that have been practiced for generations in countries in Southeast Asia, especially Indonesia and the Philippines, although there are different traditional beliefs in postpartum care in aspects of technological factors, kinship and social factors, cultural values, beliefs, and like ways factors, and educational factors.
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Dissertations / Theses on the topic "Educational Beliefs and Values"

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Pacheco, Schweitzer Marisel. "Parental beliefs, values, and knowledge affecting kindergarten readiness among Latino children." Thesis, Northern Arizona University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252101.

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For decades, researchers have investigated strengths and challenges promoting early healthy childhood development, in terms of physical, social emotional and linguistic aspects, for a variety of children groups in the United States. Due to the limited availability of research on the Latino population, addressing the needs of the growing population of Latino children throughout the United States is challenging. Latino students living in the United States are academically behind students of other ethnicities. In 2011, Latinos were identified as the largest and fastest growing minority group in the U.S. with the lowest education attainment levels. Unfortunately, less than 50% of Latino children are less likely to be enrolled in early childhood programs.

The purpose of this research was to examine the Latino parents’ beliefs, values and knowledge affecting their decision-making process in opting to send their children to Early childhood programs (ECPs), impacting their readiness for school. Both quantitative and qualitative data were gathered from Latino parent/guardians, Preschool to first grade teachers, and administrators from 9 schools in a school district in Phoenix, Arizona and analyzed. Qualitative data were collected in the form of in-depth interviews and surveys as sources of data from participants. Qualitative data were analyzed using two cycles of coding and represented through matrices. Quantitative data were analyzed using a descriptive analytical method. Five themes emerged that informed the research questions.

Findings of this study suggested that capitalizing on the Latino parents’ cultural wealth can help district administrators and policy makers to maximize opportunities for this growing minority group to increase their readiness to kindergarten and success in school. It is important to increase access to high quality early programs to help children begin kindergarten with the necessary tools to succeed in school and in life.

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Riggs, C. Anne. "Values & beliefs in science & technology education." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/771372/.

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The motivation for this thesis arose from personal dissatisfaction with the way I was tutoring in-service courses on biotechnology for teachers. Biotechnology is a area of science and technology which raises many controversial issues and I felt unable to discuss in a meaningful way such issues. I therefore began to research into the inclusion of value issues in science and technology education. The literature indicated that values are fundamental in decision-making and that values are a consequence of the beliefs, constructs or frameworks of meaning people hold. A study of the literature about the nature of technology and science was followed by a brief review of the inclusion of values in education. The area for the research was identified as educators' beliefs and perceptions about science and technology and the influence of these on the inclusion of awareness of values in teaching. Adopting an interpretive methodology, in-depth interviews were the main research technique but the interview questions were derived from the quantitative analysis of a questionnaire. The main research findings indicate that educators believe that science is socially constructed knowledge and that all aspects of technology are value-laden, yet the same educators present a positivistic, impersonal view of science and the only values addressed in technology are relate to economics and marketability. It is postulated that an impersonal, deterministic image of science and technology is not conducive to the inclusion of a wide range of values. In the concluding chapters the need for educators to reflect on their beliefs is emphasised and possible ways to do this explored.
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Nicholls, Daniel J. "An interpretive exploration of beliefs and values related to professional practice in educational psychology." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117465.

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In 2006 a new training route for Educational Psychologists (EPs) was introduced, which extended the entry criteria to applicants from a range of professional backgrounds. The related literature indicates that this was a contentious issue. The aim of the current study is to explore the relationship between the role of the EP and professional background using an interpretive methodology. Twelve participants were interviewed using a semi-structured interview format. The participants were four EPs, four primary Special Educational Needs Co-ordinators (SENCos), three secondary SENCos and a Portage Worker. The aim of the study is also to establish what skills and qualities the participants perceive to be necessary to be an effective and credible practitioner. Following analysis of the interview data, a number of themes emerged. In terms of desirable EP attributes, the participants’ responses fell into three broad categories, interpersonal skills, psychological skills and other qualities. The participants perceived the EP role as either expert or collaborative, although some expressed a degree of uncertainty about the nature of the role. All of the participants alluded to a link between experience and credibility, although the nature of desirable experience varied between personal and professional experience. Participants who viewed the role of the EP within an expert model favoured teaching experience over other forms of pre-training experience. The second stage of this study is set in the context of the recent changes to the initial training of Educational Psychologists (EPs). The broad aim of the study is to explore beliefs that are held in relation to the relationship between the role of the EP and professional background. In particular, stage two aims to explore the participants’ belief systems in greater depth. It was therefore deemed that Personal Construct Psychology (PCP) would provide an appropriate psychological framework to inform the design of the study and interpretation of the data. Six of the twelve participants who were interviewed at stage one of this study participated in follow-up interviews using a self-characterisation technique. Their responses were laddered in order to elicit superordinate constructs, until an end point was agreed upon between participant and researcher, which are referred to as ‘core constructs’. The data were clustered in relation to the themes arising from stage one, resulting in six clusters, collaboration, motivation and applying psychology being ranked as most important for EPs. The use of PCP as a theoretical framework has provided a psychological perspective from which to address beliefs regarding the professional background of EPs.
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Geizer, Peter Thomas. "Exploring the beliefs, values and mission of educational institutions within Christian Outreach Centre Australia." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/8f4bdd2de0b482c87b2fceb96dac9b844b78698382b3ffd6f290b039ac3245fc/5761155/201408_Peter_Geizer.pdf.

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This study considers the organisational culture of four P-12 schools operated by the Christian Outreach Centre (COC), in Australia, by exploring the cultural dimensions of school beliefs, values and mission. The research is significant for informing the aims of values education in Australia and the development of education within a Charismatic and Pentecostal religious tradition...
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Corral, Nadine Esther. "Dealing with complexity and ambiguity: The nature and influence of educational values and beliefs on administrative decision making." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186752.

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Changing societal needs and concerns about the educational status of America's students have spawned nation-wide reform efforts. Many of these have targeted principals' practices. This study was focused on one set of variables important in understanding these practices, namely, educational values and beliefs. The participants* in this study were eight elementary school principals whose schools were representative of the linguistic, ethnic, and economic diversity of the community in which the study was conducted. Data regarding decision making events involving complex or ambiguous school issues were obtained from a questionnaire and an interview with each principal. Areas of examination included (a) types of issues perceived as complex or ambiguous, (b) values and beliefs about these issues, (c) the influence of values and beliefs on decisions about these issues, (d) other factors influencing decisions, (e) the use of values and beliefs in responding to these factors, (f) how dealing with these issues affected values and beliefs, and (g) how values and beliefs were used to define roles. Qualitative techniques were used to analyze data: content analysis, Flanagan's (1954) Critical Incident Technique, and interaction schemas. A conceptual model was developed as a framework for analyzing and interpreting interview data. These principals perceived the most complex school issues to originate at the building level, and the most ambiguous at the district level. Principals used educational values and beliefs to clarify goals, guide and evaluate action, and validate judgment. They differed in factors they attempted to influence, goals they established, and problem solving strategies they selected. Understanding the nature and influence of educational values and beliefs on decisions about complex or ambiguous school issues is significant in furthering research on principals' practices, and helping to clarify the kind of vision needed for successful students and effective schools. Note*. "Participants" was selected instead of "subjects" because the researcher was describing phenomena rather than attempting to manipulate variables. By providing information and feedback, these principals participated in the development of a conceptual model and confirmation of the data analysis.
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Faaulufalega, Tailetai Pale. "How does Culture Impact on Educational Leadership in Samoa?" The University of Waikato, 2008. http://hdl.handle.net/10289/2260.

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The aim of this research was to explore the relationship between culture and the educational leadership of six secondary school principals in Samoa. Educational leadership is a bounded process and is subject to the cultural traditions and values of the society in which it is exercised. To date, no research has been undertaken on this topic in Samoa. This qualitative study used a semi-structured interview process to gather data from the secondary school principals who had been principals for more than three years in government schools. It also sought to explore how professional development of the principals might be undertaken. The principals in this study were interviewed both face-to-face and by telephone. The findings revealed that culture significantly impacted on their leadership. The matai culture was particularly influential. For example, respect, Christianity, role modelling and the importance of using the Samoan language to communicate within the school context were all influential. The findings also revealed the effective leadership styles applicable to Samoan school context in relation to indigenous cultural leadership. For example, inclusive/consensus/collaborative leadership style that is practiced in Samoan culture is effectively used by principals to lead schools. The organisational culture of the Ministry of Education Sports and Culture in Samoa (MESC) also considerably impacts on educational leadership. For example, the policies from the MESC sometimes contradict with the practice of the principals, such as the principal's practice of corporal punishment is a crime in the MESC and United Nation policies. This research also revealed the gap between the western models of leadership and the Samoan indigenous cultural context and leadership practice by the principals. Therefore, all the principals involved in this study positively engaged with their Samoan cultural values and beliefs to lead schools effectively. However some Samoan indigenous cultural values and beliefs impact negatively on the education system. They need to be considered so as not to inhibit the development of educational leadership of Samoan principals. Today's education has grown rapidly in terms of technology therefore educational leaders must adapt and change their leadership. Principals must be professionally trained so that they would lead effectively. According to Smith (1992, p. 9) To change education is to change society
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Giles, Jody A. "An exploration of the relationships among epistemological beliefs, educational values, political orientation, demographics, and attitude toward charter school enrollment /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594482221&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Ionides, Maria. "Values and beliefs held about parenting and education by school staff and parents of pupils with special educational needs in the context of home-school collaboration." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5210/.

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Effective collaboration between school staff and parents of children identified as having special educational needs is considered to be an essential component of the child’s successful education. Differences in beliefs and perspectives adopted by the school staff and parents play an important role in the process of collaboration. However, little is known about the precise relationship between the beliefs and the process of collaboration. The purpose of this study was to explore the values and beliefs held by the school staff and parents in the areas of parenting and education. The study also explored the link between these beliefs and the process of collaboration within four parent-teacher dyads from mainstream primary schools. Focus groups and semi-structured interviews based on repertory grid technique were used. The findings highlighted an overall similarity in the participants’ views on collaboration and in their important beliefs about parenting and education. At the same time, differences in perspectives adopted by parents and teachers were also identified. The author discusses how these differences in perspectives are manifested in the process of collaboration from the point of Cultural Capital Theory. The factors such as power differentials, trust between parents and teachers, and limited resources and constraints of educational system are highlighted. Implication for practice for teachers and educational psychologists are discussed.
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Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

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Thesis (Ph.D.)--Cleveland State University, 2008.
Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.
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Choi, Young Mi. "An Investigation of the Cultural Values and Beliefs in English Textbooks in Korea." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/1715.

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The purpose of his study was to investigate cultural values and beliefs embedded in high school English textbooks currently used in Korea. Specifically, this study addressed the following questions: (1) What Korean cultural values and beliefs are conveyed to youth in high school English textbooks? (2) How do the textbooks' discourse and visuals convey these messages? For the study, five reading textbooks approved by the Ministry of Education (MOE) in Korea, were analyzed. Critical discourse analysis (CDA) was adopted as a main approach to investigate what cultural values and beliefs were presented in the selected chapters in these textbooks. The texts were analyzed as a whole, then on the sentence levels, and the word level. First, the themes in the chapters were examined and discussed by looking at narratives, images, and the choice of certain vocabulary. For the further analysis of linguistic features in the texts, the Mood systems, modality, and the use of personal pronouns were investigated. Four themes were found to convey what the authors or Korean society value and believe as ideal objectives for Korean youth: pursuing a successful life, getting a good job, having a positive mind and persistence, and mastering English for a career purpose. In addition, certain images and word choices supported and strengthened the authors' view on the topic. The analysis also revealed that certain linguistic features contributed authority and certainty to the authors: the frequent use of imperative and declarative mood, the frequent use of modal verbs expressing a strong degree of certainty, and the use of certain personal pronouns that established the relationship between the authors and the readers. The study shows that the texts situate the reader (Korean youths) in a position where they are expected to conform to social norms, restrain themselves, and remain blindly optimistic while ignoring their own interest, curiosities, and critical thoughts.
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Books on the topic "Educational Beliefs and Values"

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Earl, Robinson, ed. Evangelical beliefs and educational values. Aldershot: Avebury, 1995.

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Beliefs and values in science education. Buckingham: Open University Press, 1995.

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Benson, Peter L. Sharing the faith: The beliefs and values of Catholic high school teachers. Washington, D.C: National Catholic Educational Association, 1985.

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Achieving success for kids: A plan for returning to core values, beliefs, and principles. Lanham: Rowman & Littlefield Education, 2011.

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Citizens, of the future their faiths beliefs and values (Conference) (2003). 'Citizens of the future - their faiths, beliefs and values': Conference report. Norwich: Keswick Hall RE Centre, 2003.

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Meeting the child in Steiner kindergartens: An exploration of beliefs, values, and practices. New York, NY: Routledge, 2011.

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International Seminar on Religious Education and Values (1998 : Carmarthen, Wales), ed. The fourth R for the third millennium: Education in religion and values for the global future. Dublin: Lindisfarne Books, 2001.

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Williams, Margaret Ruth. School refusal: An exploration of the range of professional values within an Local Education Authority Psychological Service, and the ways in which these values and beliefs may influence service delivery. Birmingham: University of Birmingham, 2000.

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Newby, Michael. Beliefs and values. [Kingston]: [Kingston Polytechnic], 1992.

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Veronica, Williams, ed. Revalues project four five: The report of a project on beliefs and values in education in years four and five of the secondary school. Derby: Christian Education Movement, 1991.

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Book chapters on the topic "Educational Beliefs and Values"

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Moloney, Mary, and Eucharia McCarthy. "Attitudes, values and beliefs." In Intentional Leadership for Effective Inclusion in Early Childhood Education and Care, 35–50. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315107219-3.

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Balundė, Audra, Mykolas Simas Poškus, Lina Jovarauskaitė, Ariel Sarid, Georgios Farangitakis, Marie-Christine Knippels, Andreas Ch Hadjichambis, and Demetra Paraskeva-Hadjichambi. "Values, Beliefs and Environmental Citizenship." In Environmental Discourses in Science Education, 83–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_6.

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Balbachevsky, Elizabeth. "Values and Beliefs in Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2737–43. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_339.

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Balbachevsky, Elizabeth. "Values and Beliefs in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_339-1.

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Abdul-Samad, Shahida. "Facilitating Values Education Leadership Through Discovery of Personal Beliefs and Values." In International Research Handbook on Values Education and Student Wellbeing, 455–70. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_27.

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Hestner, Åke, and Lovisa Sumpter. "Beliefs and Values in Upper Secondary School Students’ Mathematical Reasoning." In Views and Beliefs in Mathematics Education, 79–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01273-1_8.

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Schiepe-Tiska, Anja, Nina Roczen, Katharina Müller, Manfred Prenzel, and Jonathan Osborne. "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies." In Methodology of Educational Measurement and Assessment, 301–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_12.

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Serpell, Robert, and Dorothy Adamson-Holley. "African Socialization Values and Nonformal Educational Practices: Child Development, Parental Beliefs, and Educational Innovation in Rural Zambia." In Laboring and Learning, 19–43. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-032-2_22.

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Serpell, Robert, and Dorothy Adamson-Holley. "African Socialization Values and Nonformal Educational Practices: Child Development, Parental Beliefs, and Educational Innovation in Rural Zambia." In Labouring and Learning, 1–25. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-97-2_22-1.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Using Data as a Source of Reflection in a Feedback Loop." In Evidence-Based School Development in Changing Demographic Contexts, 63–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_5.

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AbstractThis chapter considers recent policy trends toward evidence-based practices in Arizona, the U.S., and across the globe. The rise in the use of “scientific” evidence for educational policymaking rests on two common beliefs about knowledge: (1) the belief that school knowledge is universal, and (2) the belief that empirical evidence or data is the primary indicator of knowledge and learning. Recent U.S. policies have reflected the importance of data or numeric evidence from externalized evaluations to guide school decisions. Internationally, multinational organizations, such as the World Bank, have also made evidence-based policymaking a priority both in their own work as influential research and policy organizations as well as their members. Yet there are cautions against this particular use of evidence to replace professional judgement and the wider democratic deliberation about the aims, ends and content of education. Our school development project considers evidence-based values and humanistic, democratic values at tension. School development participants applied a balanced perspective on data with numerical evidence subordinated to educational values, using all as a source of reflection and growth. The chapter, thus, defines data as information that educators, school teams, and other agency members use to inform professional judgement and influence.
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Conference papers on the topic "Educational Beliefs and Values"

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Hoeg, Darren. "Values and Beliefs of STEM Education in Canada." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435382.

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Heller, Patricia, Kenneth Heller, Charles R. Henderson, H. Vincent Kuo, and Edit Yerushalmi. "Instructors’ Beliefs and Values about Learning Problem Solving." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.005.

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Vidmar, Anja, Janja Jerebic, and Vesna Novak. "Primerjalna analiza vidikov ravnanja s starejšimi zaposlenimi v velikih podjetjih v Sloveniji." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.73.

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The aging of society is an important achievement of civilization but at the same time a major organizational challenge. Knowing the specific needs of older people and adapting jobs accordingly, will help companies to retain important skills, be step ahead of the competition and take the path towards sustainable development and progress. By conducting a comparative analysis of aspects of treatment of the elderly employees in large companies in Slovenia, we found more or less consistent pattern of positive and negative beliefs about older employees. On the other hand, it has been shown that companies are now more aware of the importance of implementing voluntary measures (workplace health management, education and training, culture and relations within the company).
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Samfira, Elena Mirela. "Do Teachers Really Want To Change Their Beliefs Related To Education?" In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.81.

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Janah, Miftahul, and Itmam Rakhman. "Internalization and Actualization of Nationalism Values in Trijaya Tegal College Beliefs." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303727.

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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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O'Leary, Phil, and Ann Ledwith. "Researching Recognition of Prior Learning; the significance of assessor’s values and beliefs within the Totally Pedagogised Society." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2492.

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This research is exploring the values and beliefs of academic assessors around Recognition of Prior Learning (RPL) in order to better understand their mindset and provide a foundation for best practice informed by all actors. An interpretative research design and random stratified sampling allowed for 31 interviews with assessors in an institute of technology setting in Ireland. Bernstein’s theories of classification and framing of knowledge and the related ideas of power and control provided the conceptual framework for analysis of the data. The notion of assessors as actors within the totally pedagogised society also supported analysis. Results are presented in two themes. The first theme reports that the primary values and beliefs of assessors around RPL are related to defending the standards of the formal learning system. The second theme ‘balancing,’ diverges from this and provides further understanding as to positions taken with the assessment of RPL. This theme is discussed within the context of the totally pedagogised society. The research concludes that practitioner networks are necessary to cultivate pedagogic agency for RPL through both the official and pedagogic recontextualisation fields.
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Lopez, M., NDA Segura-Azuara, JA Elizondo-Leal, and IE ErañaRojas. "ADAPTABILITY STRATEGIES OF LEARNERS AGAINST COVID-19 UNCERTAINTY." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7110.

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New infectious diseases, especially one of the magnitudes of COVID-19, leads to complex situations for individuals and communities alike. Particularly in higher education, learners faced a surrealist world in which education shifted abruptly to an online setting because of the virus. Regardless of their field of study, they had to apply coping strategies to adapt and incorporate new values, beliefs, and perspectives into a new learning environment. Universities must foster educational opportunities to train learners on these capacities to prepare professionals for their success in their profession. This study’s objective was to assess these adaptability strategies that higher-education learners had to tackle the uncertainty of the coronavirus pandemic. A quantitative approach was considered with a descriptive and cross-sectional design. The convenience sample consisted of 34 learners in the final year of their medical program. As an instrument, an adaptation of the Proactive Coping Inventory was used with a 5-level Likert scale where 1 stands for total disagreement and 5 with total agreement. According to the results, students use more than one strategy to cope with difficult situations. The mean obtained in the control strategy was 3.98, curiosity 3.18, confidence 3.02, and concern was 2.97. The ANOVA test showed that there is no significant difference in the dimensions (p-value of 0.062). These results indicate that students had the intellectual curiosity to propose new personal and professional development goals and monitor the scope of those through selfregulation. Institutions need to learn from what they implemented amid the pandemic and incorporate best practices for the new normality ahead. Keywords: educational innovation, higher education, professional education, medical education, coping strategies, pandemic adaptations
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Surikova, Svetlana, and Manuel Joaquín Fernández González. "School Staff and Parents’ Beliefs About the Role of School for Pupils’ Character Education in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.42.

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This paper presents a mixed-method research aimed at identifying how school and teachers’ role for character education at school is understood in Latvia. The theoretical framework of the study is based on the principles of virtue ethics. The viewpoints of 1116 respondents (parents, teachers, and school leaders) from all five regions of Latvia were collected in 2018-2020, using two questionnaires containing closed and open questions. The results provided new insights into how parents and school staff perceived the role of the school and the teachers in pupils’ value and virtue education in Latvia. Schools should promote pupils’ character development alongside academic excellence, but, while teachers should encourage good morals and values in pupils, using both ‘caught’ and taught’ strategies, the main responsibility for children moral growth is on parents and families, not on teachers and the school. The majority of both school staff and parents were favourable to a shared responsibility and collaboration between school and family to promote character education inside and outside of the classroom.
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Kerr-Sheppard, Gillian. "TEACHING DEMOCRACY IN SCHOOLS: THE IMPACT OF TEACHERS’ BELIEFS AND VALUES ON THE DELIVERY OF EDUCATION FOR DEMOCRATIC CITIZENSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1565.

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Reports on the topic "Educational Beliefs and Values"

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Haider, Huma. Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.131.

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Political culture is the values, beliefs, and emotions that members of a society express about the political regime and their role in it (Pickering, 2022, p. 5). Norms, values, attitudes and practices considered integral to a “culture of democracy”, according to the Council of Europe, include: a commitment to public deliberation, discussion, and the free expression of opinions; a commitment to electoral rules; the rule of law; and the protection of minority rights; peaceful conflict resolution. The consolidation of democracy involves not only institutional change, but also instilling a democratic culture in a society (Balčytienė, 2021). Research on democratic consolidation in various countries in Central and Eastern Europe (CEE) finds that a key impediment to consolidation is the persistence of old, authoritarian political culture that undermines political and civic participation. This rapid review looks at aspects of democratic culture and potential ways to foster it, focusing on educational initiatives and opportunities for civic action — which comprise much of the literature on developing the values, attitudes and behaviours of democracy. Discussion on the strengthening of democratic institutions or assistance to electoral processes is outside the scope of the report.
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List, John, Julie Pernaudet, and Dana Suskind. It All Starts with Beliefs: Addressing the Roots of Educational Inequities by Shifting Parental Beliefs. Cambridge, MA: National Bureau of Economic Research, October 2021. http://dx.doi.org/10.3386/w29394.

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Dizon-Ross, Rebecca. Parents' Beliefs About Their Children's Academic Ability: Implications for Educational Investments. Cambridge, MA: National Bureau of Economic Research, May 2018. http://dx.doi.org/10.3386/w24610.

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Choi, Young Mi. An Investigation of the Cultural Values and Beliefs in English Textbooks in Korea. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1714.

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Smith, S. D. Sharpening the Theater Engagement Plan (TEP) Focus: The Impact of Higher Order Beliefs and Values. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada401135.

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Huneidi, Laila. The Values, Beliefs, and Attitudes of Elites in Jordan towards Political, Social, and Economic Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2016.

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Allen, Stewart D., Denise A. Wickwar, Fred P. Clark, Robert R. Dow, Robert Potts, and Stephanie A. Snyder. Values, beliefs, and attitudes technical guide for Forest Service land and resource management, planning, and decision-making. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2009. http://dx.doi.org/10.2737/pnw-gtr-788.

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.395.

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Densem, Lynda. Cultural values, educational methods and small group communicator styles in the United States and the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2760.

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Shields, Deborah J., Ingrid M. Martin, Wade E. Martin, and Michelle A. Haefele. Survey results of the American public's values, objectives, beliefs, and attitudes regarding forests and grasslands: A technical document supporting the 2000 USDA Forest Service RPA Assessment. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2002. http://dx.doi.org/10.2737/rmrs-gtr-95.

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