Journal articles: '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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Court, Deborah, Liat Merav, and Etty Ornan. "Preschool teachers’ narratives: a window on personal‐professional history, values and beliefs." International Journal of Early Years Education 17, no. 3 (October 2009): 207–17. http://dx.doi.org/10.1080/09669760903424499.

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Fischer, Elisabeth, and Martin Hänze. "How do university teachers’ values and beliefs affect their teaching?" Educational Psychology 40, no. 3 (October 17, 2019): 296–317. http://dx.doi.org/10.1080/01443410.2019.1675867.

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Pang, Valerie. "The Beliefs of Successful Asian American Pacific Islander Teachers: How Culture Is Embedded In Their Teaching." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 55–82. http://dx.doi.org/10.36650/nexus7.1_55-82_pang.

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Equal educational opportunity is highly dependent on the beliefs and abilities of teachers. However, there is a dearth of research on Asian American Pacific Islander (AAPI) education and the beliefs of successful AAPI educators. Their contributions have been marginalized in the field of education. This research studied the beliefs of nineteen AAPI educators of a successful low-income (82%), 98 percent minority (75% AAPI and 23% Latino) K–8 school. Student achievement levels are beyond what would be expected with an Academic Performance Index (API) of 860. Any score above 800 is considered exceptional in California. Cultural values are embedded in the belief system of the teachers, and these beliefs result in high teacher personal efficacy and collective efficacy. These then influence teacher behaviors as evidenced by utilized instructional strategies, contributed informal leadership roles, and the long-term stability of the school.

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Hercz, Maria, Ferenc Pozsonyi, and Nikolett Takács. "Parental Thinking, Beliefs and Values: Establishing Entrepreneurial Skills in the Family." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 129–41. http://dx.doi.org/10.2478/dcse-2019-0023.

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Abstract This present paper focuses on the pedagogical aspects of parents’ thinking in order to get acquainted with the ideal mindset for supporting the development of entrepreneurial competence, one of the key competencies of the 21st century. Our quantitative research applied a questionnaire with 101 items and a reliability of Cronbach-α=0.856, N=1,146. Respondents from different regions and social classes in Hungary filled in the forms. Results indicate that parents are aware of the 21st century ideal; however, their educational views suggest conservative practice, which is not as supportive for the formation of entrepreneurial skills.

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Zieliński, Paweł. "Educational Ideals and Pedagogical Values in the Beliefs and Activity of Japanese Neo-Confucians." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 24 (2015): 61–76. http://dx.doi.org/10.16926/p.2015.24.04.

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Campbell, Frances A., Sue Goldstein, Earl S. Schaefer, and Craig T. Ramey. "Parental beliefs and values related to family risk, educational intervention, and child academic competence." Early Childhood Research Quarterly 6, no. 2 (June 1991): 167–82. http://dx.doi.org/10.1016/0885-2006(91)90005-6.

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Artikova, Yulduz Akmalovna. "Islamic Values: Yesterday And Today." American Journal of Social Science and Education Innovations 03, no. 02 (February 27, 2021): 141–46. http://dx.doi.org/10.37547/tajssei/volume03issue02-22.

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This article provides information about the fact that Islamic culture and values in our country are reflected in the national traditions, and analyzes the use of Islam by those who promote various aggressive ideas under the guise of religion. According to historical data, all the scientists who grew up in Central Asia mastered both religious and secular knowledge and made scientific discoveries in this regard that have a place in world civilization. Importantly, the teachings of Islam, among other beliefs, have been recorded in scientific books for their benevolence towards non-believers, promoting only goodness. Those who disguise their religion are instilling destructive ideas in the way of their goals to those who do not have enough knowledge about Islam. As a solution to the problem, the article emphasizes the need to incorporate knowledge of Islam into the educational process.

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Kirkham, Julie. "Meeting the child in Steiner Kindergartens: an exploration of beliefs, values and practices." Early Years 33, no. 3 (September 2013): 333–35. http://dx.doi.org/10.1080/09575146.2013.822160.

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Miles, Daniel, and Maximo Rossi. "Trust and Confidence in Institutions: Religious Beliefs and Educational Attainment." European Scientific Journal, ESJ 14, no. 17 (June 30, 2018): 1. http://dx.doi.org/10.19044/esj.2018.v14n17p1.

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The main objective of the paper is the analysis of intergenerational or cultural transmission of religious values during adolescence in order to explain interpersonal trust and confidence in institutions in adulthood. Trust and confidence in institutions outcomes are examined using the International Social Survey Program (ISSP) 2008 Religion III survey. Overall, the results are in line with previous literature: religious intensity and educational attainment are significantly and positively correlated with trust and confidence in institutions. When instrumental variables are used, the results suggest that religious engagement does not significantly explain interpersonal trust though it is significantly related to confidence in institutions.

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Metzger, Scott Alan, and Meng-Jia Wu. "Commercial Teacher Selection Instruments: The Validity of Selecting Teachers Through Beliefs, Attitudes, and Values." Review of Educational Research 78, no. 4 (December 2008): 921–40. http://dx.doi.org/10.3102/0034654308323035.

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One influential hypothesis for what makes teachers effective contends that the best teachers share a particular set of values about education, such as commitment, caring, or persistence. To translate affective beliefs, attitudes, and values into practicable teacher selection, many schools have turned to commercial teacher hiring instruments. This article synthesizes 24 studies of the most prominent teacher selection instrument, Gallup’s Teacher Perceiver Interview (TPI). Overall, we find a modest relationship (r̄=.28) between the TPI and some measure of teaching quality. The article explores complications that arise for schools from using beliefs, attitudes, and values to select among teacher candidates and discusses their implications for the educational-values hypothesis.

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Kay, William K. "Ludwig Wittgenstein: beliefs, values and world religions." Journal of Beliefs & Values 19, no. 1 (April 1998): 123–26. http://dx.doi.org/10.1080/1361767980190111.

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Rodriguez, Barbara L., and Lesley B. Olswang. "Mexican-American and Anglo-American Mothers’ Beliefs and Values About Child Rearing, Education, and Language Impairment." American Journal of Speech-Language Pathology 12, no. 4 (November 2003): 452–62. http://dx.doi.org/10.1044/1058-0360(2003/091).

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This study investigated the cross-cultural and intracultural diversity of mothers’ beliefs and values regarding child rearing, education, and the causes of language impairment. Thirty Mexican-American and 30 Anglo-American mothers of children with language impairments completed 2 questionnaires, and 10 randomly selected mothers from each group participated in an interview. In addition, the Mexican-American mothers completed an acculturation rating scale. Results indicated that Mexican-American mothers held more strongly traditional, authoritarian, and conforming educational and child rearing beliefs and values than Anglo-American mothers. Mexican-American mothers cited extrinsic attributes as the cause of their children’s language impairment, whereas Anglo-American mothers cited intrinsic attributes. Mexican-American mothers exhibited differences in their beliefs that were related to their level of acculturation to the mainstream culture.

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Mcnaughton, Susan, Mark Barrow, Warwick Bagg, and Stanley Frielick. "Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping." Journal of Medical Education and Curricular Development 3 (January 2016): JMECD.S30079. http://dx.doi.org/10.4137/jmecd.s30079.

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Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students’ beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students’ changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students’ perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students’ perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program.

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Kilby, Ben. "'why teachers’ beliefs and values are important in p4c research: a victorian perspective." childhood & philosophy 15 (January 30, 2019): 01–19. http://dx.doi.org/10.12957/childphilo.2019.37500.

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This paper argues that there is an absence of current research in Philosophy for Children (P4C) that focusses on teachers’ perspectives, particularly in relation to their beliefs and values. The paper will look briefly at the programmatics of P4C, and its current mandated status in the education system in the state of Victoria, Australia. It will then move to exploring how the study of teachers’ perspectives, through analyses of their beliefs and values, adds significant value in education, particularly in the context of P4C. It concludes by analysing some recent P4C research that has begun to explore teachers’ perspectives, before finishing with suggesting future research directions that build on these previous studies, and which promise lay important groundwork for extending the reach of P4C into educational systems.

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Pickles, David, Sheryl de Lacey, and Lindy King. "Conflict between nursing student’s personal beliefs and professional nursing values." Nursing Ethics 26, no. 4 (November 19, 2017): 1087–100. http://dx.doi.org/10.1177/0969733017738132.

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Background: Studies have established that negative perceptions of people living with HIV/AIDS exist among nursing students throughout the world, perceptions which can be detrimental to the delivery of high-quality nursing care. Objectives: The purpose of this research was to explore socio-cultural influences on the perceptions of nursing students towards caring for people living with HIV/AIDS. Research design: The study was guided by stigma theory, a qualitative descriptive research approach was adopted. Data collected via semi-structured interviews were thematically analysed. Participants and research context: Participants were 21 international and Australian undergraduate nursing students enrolled in a Bachelor of Nursing programme at an Australian university. Ethical considerations: Ethical approval was granted by the Social and Behavioural Research Ethics Committee at the study university. Participation was entirely voluntary; informed consent was obtained before the study commenced; confidentiality and anonymity were assured. Findings: Three major themes were found: blame, othering and values. Complex and interrelated factors constructed participant perceptions of people living with HIV/AIDS, perceptions underscored by the prevailing culturally construed blame and othering associated with HIV/AIDS. The study found discordance between the negative personal beliefs and perceptions some nursing students have towards people living with HIV/AIDS, and the professional values expected of them as Registered Nurses. Discussion: There was considerable commonality between this and previous studies on how homosexuality and illicit drug use were perceived and stigmatised, correlating with the blame directed towards people living with HIV/AIDS. These perceptions indicated some nursing students potentially risked not fulfilling the ethical and professional obligations the Registered Nurse. Conclusion: Nursing curriculum should be strengthened in relation to comprehending the meaning of being stigmatised by society. Educational institutions need to work towards enhancing strategies that assist nursing students to reconcile any incongruity between their personal beliefs and requisite professional nursing values.

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Adamonienė, Rūta, Lienite Litavniece, Laima Ruibytė, and Evelina Viduolienė. "Influence of individual and organisational variables on the perception of organisational values." Engineering Management in Production and Services 13, no. 2 (June 1, 2021): 7–17. http://dx.doi.org/10.2478/emj-2021-0008.

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Abstract A favourable organisational culture founded on the values of employees and organisation leaders must be created to achieve goals, innovate and maintain a well-functioning organisation. Knowing these values and how they are influenced by various factors, such as age, the length of service, and the nature of work, must help to change employee beliefs, norms and behaviour patterns in a way that helps to achieve greater organisational success and efficiency. The study sample size consisted of 172 employees of educational institutions and 242 employees from municipal organisations. Occupational features and occupational behaviour were evaluated using a set of organisational values (Glomseth et al., 2011). The current research aimed (1) to evaluate organisational values and feature dimensions with respect to the inter-institutional level, (2) to evaluate organisational values and feature dimensions and distinguish the most prevalent with respect to the subordination level, (3) to evaluate organisational values and feature dimensions with respect to individual variables (gender, age and the length of occupational experience). The results revealed that task effectiveness, time management and cooperation, employee-orientated behaviour were stronger in educational organisations than municipal. Authoritarian management, formality and restrictions were stronger in municipal rather than educational organisations. Compared to beliefs held by subordinates, superiors claimed that positive organisational values, such as effectiveness, cooperation, and employee-orientated behaviour, were more typical in both types of institutions. Formal communication and restrictions were more typical for employees rather than managers. Subordinates but not superiors tended to perceive and evaluate organisational values, features and behaviour differently depending on gender.

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Duke, Lori J., W. Klugh Kennedy, Charles H. McDuffie, Mindi S. Miller, Melody C. Sheffield, and Marie A. Chisholm. "Student Attitudes, Values, and Beliefs Regarding Professionalism." American Journal of Pharmaceutical Education 69, no. 5 (September 2005): 104. http://dx.doi.org/10.5688/aj6905104.

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Plante, Isabelle, Roxane de la Sablonnière, Joshua M. Aronson, and Manon Théorêt. "Gender stereotype endorsement and achievement-related outcomes: The role of competence beliefs and task values." Contemporary Educational Psychology 38, no. 3 (July 2013): 225–35. http://dx.doi.org/10.1016/j.cedpsych.2013.03.004.

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Verkasalo, Markku, Pauliina Tuomtvaara, and Marjaana Lindeman. "15‐year‐old Pupils’ and their Teachers’ Values, and their Beliefs about the Values of an Ideal Pupil." Educational Psychology 16, no. 1 (March 1996): 35–47. http://dx.doi.org/10.1080/0144341960160103.

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Potanina, Leila T., Julia V. Koinova-Zoellner, and Tatyana V. Sklyarova. "Teachers’ Readiness to Develop Students’ Moral Concepts in Innovative Educational Contexts." Integration of Education 24, no. 4 (December 30, 2020): 608–21. http://dx.doi.org/10.15507/1991-9468.101.024.202004.608-621.

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Introduction. The development of students’ moral beliefs about the world is an essential component in the process of moral education. Various issues concerned with the transmission of moral and ethical values across generations are investigated in the theory and practice of vocational education. However, the problem of teachers’ value perceptions about the world as a means of developing students’ value systems has attracted little research attention. For the first time, this study aims to identify the levels of teachers’ value perceptions about the world as their most important competence in developing students’ moral beliefs. Materials and Methods. The research sample included 216 teachers from different regions of the Russian Federation. On the basis of a review of available scientific publications, a theoretical analysis and systematization of Russian and foreign experience in the moral and ethical development of school-age students was carried out. The empirical research consisted in a survey aimed at revealing the respondents’ attitude towards improvement of their professional competencies in the field of moral and ethical education. The teachers’ value perceptions about the world were identified using two series of the projective technique “Incomplete sentence...”. Results. The conducted empirical research confirmed the hypothesis that teachers’ competence in implementing the moral and ethical education of schoolchildren is based on their existing value systems. An analysis of the respondents’ beliefs about objects and facts of reality from the standpoint of their own value system allowed two levels of value perceptions to be revealed: value-associative and meaning-generating, which differ in the nature of the moral categorization of objects and phenomena of the world. Discussion and Conclusion. The study confirmed the significance of teachers’ professional and personal competences in developing students’ moral and ethical values. The findings can be of interest for teachers, tutors, psychologists, professors and those investigating various aspects of the process of forming students’ moral values.

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Sinaga, Fajry Subhaan Syah, Emah Winangsit, and Agung Dwi Putra. "Pendidikan, Seni, dan Budaya: Entitas Lokal dalam Peradaban Manusia Masa Kini." Virtuoso: Jurnal Pengkajian dan Penciptaan Musik 4, no. 2 (November 29, 2021): 104–10. http://dx.doi.org/10.26740/vt.v4n2.p104-110.

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Humanizing and civilizing society is one manifestation of education as a cultural process. The educational process allows for the exchange of information between subjective, intersubjective, and intrasubjective and inherits the nature of values, knowledge, and beliefs that function as a guide to meet human needs in the context of local entities. This article is a conceptual research that discusses the educational process that can occur through several concepts, namely internalization, socialization, and enculturation. In the process, education can be done in formal, informal, or non-formal ways. This article aims to reveal the importance of the values contained in local entities and preserve them as a form of cultural manifestation based on knowledge, values, beliefs that can benefit the community. In a more specific context, this article brings up the discourse of art education as a civilizing process that utilizes art as a medium that has a strategic role in preserving and strengthening the local entity of a culture. Keywords: education, arts, culture, values, local entities.

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Rofiq, Asngadi, and Khurotul A�yuni. "ANALISIS NILAI-NILAI EDUKATIF DALAM NOVEL TULANG RUSUK MENUJU SURGA KARYA MELLYANA DHIAN (TINJAUAN PSIKOLOGI SASTRA)." Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam 2, no. 01 (June 1, 2021): 27. http://dx.doi.org/10.30739/tarbiyatuna.v2i01.973.

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Novels as a form of literary work are expected to produce positive values for their readers, so that they can be sensitive to problems related to social life and encourage good behavior. Novels usually tell about the realities of human life with the surrounding environment. The limitations of the problem in this study focused on the analysis of educational values (religious values and moral values) and aspects of literary psychology in the main character in mellyana Dhian's novel Ribs to Heaven. While the purpose of this study is to analyze educational values in Novel Ribs Towards Heaven By Mellyana Dhian Review of Literary Psychology. This research uses Descriptive Qualitative data analysis techniques. Data collection is done by listening method through note-recording technique. Data analysis techniques used are flow analysis that includes three components, namely data reduction, data presentation, and conclusion drawing. From the results of the research shows the conclusion in the novel Ribs Towards Heaven By Mellyana Dhian conveys educational values that are very useful for readers by bringing the story to life, so that it can become more alive and add variety and avoid monotonous things that can make the reader bored. Educational values contained in the novel Ribs Towards Heaven By Mellyana Dhian, based on the results of the analysis consists of two aspects. The educational value is: (a) religious educational value is the highest and absolute spiritual value and is derived from human beliefs or beliefs, in the novel Ribs To Heaven. (b) The moral educational value of the value of dealing with good and bad behavior, in the novel Ribs To Heaven. And a review of literary psychology consisting of three main parts namely id, ego, superego.

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Chen, Chuansheng, and David H. Uttal. "Cultural Values, Parents’ Beliefs, and Children’s Achievement in the United States and China." Human Development 31, no. 6 (1988): 351–58. http://dx.doi.org/10.1159/000276334.

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Wigfield, Allan, and Jacquelynne S. Eccles. "Children's Competence Beliefs, Achievement Values, and General Self-Esteem." Journal of Early Adolescence 14, no. 2 (May 1994): 107–38. http://dx.doi.org/10.1177/027243169401400203.

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JIn, Hyun Kyung, and Jae Young Hong. "An Autoethnography on the Changes of Educational Beliefs of a Beginning Special Education Teacher Influenced by a Sister with Intellectual Disability." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (February 15, 2023): 691–713. http://dx.doi.org/10.22251/jlcci.2023.23.3.691.

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Objectives The purpose of this study was: (a) to find out the changes in the educational beliefs of a beginning special education teacher influenced by a sister with intellectual disability; (b) and to discuss its meanings. Methods An autoethnography is a form of qualitative research that draws self-reflection by understanding and analyzing personal experiences in a sociocultural context. To explore the issue by offering an autoethnography, in which the researcher observed the changes of educational beliefs formed through the interactions between the culture of a family member who has a sister with intellectual disability and the culture of a beginning special education teacher. The researcher collected the data from her teacher’s dairy blog, personal journal, memories, social networking service, and references. The qualitative data were analyzed by constant comparison method, based on methods of emotion coding and values coding. The results were as follows. Results First, through experiences from home, school days, and teacher preparation programs before becoming a special education teacher, the researcher formed beliefs that a special education teacher should be a diligent teacher who does one's best for her students. Second, after becoming a special education teacher and having work experiences with students, colleagues, and school culture, the researcher got perplexed with the educational beliefs she had before teaching students with disabilities. Third, through her life and teaching experiences, the researcher's educational beliefs have changed from being a diligent teacher to a competent teacher in subjects, teaching methods, guidance, and school tasks. Conclusions Based on the main results, the researcher suggested implications and directions for future studies on the educational beliefs of special education teachers in various life contexts.

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Buzzelli, Cary A. "Moral Reflections from a Primary Classroom: One Teacher's Perspective." Contemporary Issues in Early Childhood 6, no. 1 (March 2005): 92–100. http://dx.doi.org/10.2304/ciec.2005.6.1.12.

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Teaching is by nature a complex activity filled with ambiguities and dilemmas. Teaching also is fundamentally a moral activity, making the dilemmas and ambiguities both pedagogical and moral in nature. This article describes one teacher's reflections on her efforts to resolve the dilemmas and ambiguities presented to her by the competing values of her school system and her own values as a teacher in a multi-age primary class. As a participant observer in her classroom over the course of one school year, the author examined how she addressed the moral ambiguities and dilemmas of the competing demands. These demands were exemplified in the way she taught mathematics and language arts lessons. The differences in the role she played in each lesson were subtle, but indicative of different values and beliefs about teaching and learning and, importantly, came to be seen by her as reflecting a moral stance. By reflecting upon the moral nature of the differences as they emerged, she re-examined her fundamental beliefs and values about teaching.

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Kean, June. "Teacher Ethnotheories & Child Temperament: Impact on Classroom Interactions." Australasian Journal of Early Childhood 22, no. 3 (September 1997): 13–18. http://dx.doi.org/10.1177/183693919702200304.

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The effects of eight teachers’ ethnotheories (beliefs and values) were examined in relation to interactions in the classroom (teachers, target children) with two broad groupings of child temperament (Difficult Temperament N = 16, Easy Temperament N = 16) which were established on the basis of teachers’ ratings of child temperament using The Preschool Inventory (Billman, 1981). Temperament (individual behavioural style) was conceptualised as the manifestation of affective displays and social behaviours in context, with emotions acting as signals for interactions. Interviews were conducted with the teachers to elicit their beliefs and values, their expectations for children, and to establish their tolerance levels for the more difficult child behaviours. Sixty-four hours of classroom observations were conducted. A pattern of different positive and negative interactions emerged between the more difficult temperament group (Difficult Temperament), and those with relatively easy temperaments (Easy Temperament). Difficult Temperament children consistently gave and received from teachers more negative-valence in emotional and social behaviours, than the Easy Temperament children. Easy Temperament children displayed and were responded to with more positive-valence in emotional and social behaviours. Evidence was found for the impact of teacher tolerance levels and expectations on classroom interactions. These findings suggested that early childhood teachers need to give careful consideration to their beliefs and values in developing more effective teaching techniques for children with differing temperaments.

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Rasulbek Djumabayevich, Davletov. "Human alienation and national mentality in society in the context of modern global development." International Journal on Integrated Education 2, no. 4 (October 5, 2019): 59–61. http://dx.doi.org/10.31149/ijie.v2i4.114.

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In the article the essence of human dignity and beliefs, human values in times of globalization and information, as well as the role of the family, educational institutions and Mahalla in education the harmonious generation.

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Miller, Michael T., and John W. Creswell. "BELIEFS AND VALUES OF WOMEN IN COMMUNITY COLLEGE LEADERSHIP." Community College Journal of Research and Practice 22, no. 3 (January 1998): 229–37. http://dx.doi.org/10.1080/1066892980220304.

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Chavez, Carolyn I., William P. Ferris, and Lindsey A. Gibson. "Predicting Values and Beliefs: Learning That Can Last." Journal of Management Education 35, no. 4 (July 26, 2010): 504–36. http://dx.doi.org/10.1177/1052562910376238.

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Tang, Xin, Hye Rin Lee, Sirui Wan, Hanna Gaspard, and Katariina Salmela-Aro. "Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach." AERA Open 8 (January 2022): 233285842211171. http://dx.doi.org/10.1177/23328584221117168.

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In their recently renamed theory, situated expectancy-value theory (SEVT), Eccles and Wigfield (2020) emphasized the importance of situations in influencing individuals’ motivational beliefs and academic choices. Adopting a novel approach—network analysis—this study aimed to examine how situations may impact the associations among expectancies, subjective task values, and achievement from a holistic perspective. In this study, situations were operationalized as grade levels (i.e., 6th –9th grade), subject domains (i.e., language arts and math), and countries (i.e., Finland and Germany). Adolescents from Finland (N = 4,062) and Germany (N = 449) were included in the study. Results showed that, overall, the networks are mostly subject bound, yearly varied, and country specific, supporting the situative nature of SEVT. We also found that expectancies were consistently the closest motivational beliefs to achievement, whereas utility values were the least close, implying that expectancies, not utility, might be the most desirable intervention targets for achievement improvement.

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Miller, Vincent J. "Taking Consumer Culture Seriously." Horizons 27, no. 2 (2000): 276–95. http://dx.doi.org/10.1017/s0360966900032564.

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AbstractTheological reflection on the problem of consumerism is often guided by the implicit assumption that beliefs and values are the principal causal factors within human action and culture. As a result, the most common tactic for countering consumerism is to contrast its premises and values with those of the gospel. Such an approach comes naturally to theology, a discipline in which the importance of belief is foundational. This approach is inadequate for addressing the problem of consumerism, however, because it overlooks its most fundamental challenge: the commodification of culture. The most pernicious effects of consumerism are manifest not by changes in the “content” of beliefs but in their underlying form. Religious and ethical beliefs are commodified—reduced to objects of exchange and consumption, to shallow, interchangeable commodities. Drawing from the extensive scholarship on the commodification of culture, this essay explores the effects of consumerism upon religious belief and practice. Guided by this analysis it will attempt to reconceive tactics for countering consumerism's negative effects.

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Nguyen Tien, Long, Trang Do Thi Minh, and Son Van Pham. "Awareness of Cultural Approach in Engineering Teaching by Lecturers: A Literature Review." International Journal of Engineering Pedagogy (iJEP) 12, no. 1 (February 10, 2022): 21–32. http://dx.doi.org/10.3991/ijep.v12i1.24961.

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This study uncovers key findings in awareness of cultural approach in engineering teaching by lecturers. A testing-based analysis five selection criteria, twenty-six quality articles were evaluated. Thematic analysis methods are used to analyze and identify key findings. The findings indicate that students' regional cultural background and significant differences in their academic perceptions are valued by lecturers. The results of the article emphasize the view that engineering cultural education is expressed through beliefs, values and assumptions, overcoming differences in expertise and institutions. The findings show that culturally limited understanding of engineering education in current educational institutions is a major challenge. Lecturers believe that the university admissions, students' persistence and multicultural competency can be enhanced when lecturers are interested in cultural differences. The support of colleagues and educational institutions will help lecturers implement cultural approach in teaching. Eleven findings from this study should be used to guide lecturer career development initiatives and improve the effectiveness of education by cultural approach teaching method.

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Şermet Kaya, Şenay, and Yeter Kitiş. "Elderly diabetes patients’ health beliefs about care and treatment for diabetes." Journal of Human Sciences 15, no. 1 (January 25, 2018): 51. http://dx.doi.org/10.14687/jhs.v15i1.4903.

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Purpose: This descriptive study aimed to assess elderly diabetes patients’ health beliefs about care and treatment for diabetes.Methods: The universe of the study consists of 1176 diabetic patients aged 65 years and over who are registered to eight family health centers affiliated to Mezitli district of Mersin province. In the sample, it was planned to reach the elderly between 165-330. As a result, 280 elders were reached. After obtaining the necessary permissions from the related institutions, data were collected with Descriptive Characteristics Form and HBMS for Diabetes Patients in 2012 and analyzed with nonparametric tests.Results: Of 280 patients, 55.7% were male and 60% were aged 65-69. The median value for HBMS showed that the patients had a negative health belief. The patients with higher education levels and those receiving information about diabetes had higher median of values for both the scale and its subscales, those checking their blood glucose had high median of values for the scale and the subscale perceived benefits and barriers, those complying with nutrition therapy had higher median of values for perceived barriers and recommended health behaviours, those having regular check-ups had higher median of values for perceived barriers and those doing exercise regularly had higher median of values for perceived benefits (p<0.05).Conclusion: Elderly diabetes patients should be offered education about self management and HBMS for Diabetes Patients should be used to determine educational needs and to evaluate effectiveness of education offered to help diabetes patients to develop positive health beliefs.

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Musek, Janek. "Values Related to the Religious Adherence." Psihologijske teme 26, no. 2 (2017): 451–80. http://dx.doi.org/10.31820/pt.26.2.10.

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The religions and their value systems play a crucial role in the history of human civilization. In the past and in the recent time, the value-based religious differences substantially contribute to the societal conflicts. Thus, the research of the values related to the religious orientation is an important task of psychology and other social sciences. This study is aimed to obtain a more complete insight into the differences in the value orientations between the adherents of the seven major religions in the world: Buddhist, Hindu, Jewish, Muslim, Christian Orthodox, Christian Protestant and Christian Catholic. The results clearly demonstrated, (1st), the essential association of the religious or non-religious beliefs with the values, value priorities and value orientations and, (2nd), the substantial differences between religious or non-religious groups in the value systems. These differences are very probably related to the globally observed distinctions between secularism and fundamentalism and underlying ideological and educational doctrines.

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May, Frederick E., Victoria Champion, and Joan K. Austin. "Public Values and Beliefs Toward Nursing as a Career." Journal of Nursing Education 30, no. 7 (September 1991): 303–10. http://dx.doi.org/10.3928/0148-4834-19910901-06.

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Bahruddin, Uril, Qomi Akit Jauhari, Nur Faizin, and Muhammad Widus Sempo. "The Transformation of Values in A Catfish Folklore." KARSA: Journal of Social and Islamic Culture 28, no. 2 (December 14, 2020): 211–33. http://dx.doi.org/10.19105/karsa.v28i2.3520.

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Industrial developments have brought many significant changes in various fields of life, especially agriculture and education. It seems that the transformation of the agricultural sector and fishpond farming in Medang Village, Glagah, Lamongan are affected by the catfish folklore that keep the people concerned for generations. This is a phenomenological research and the results are descriptive and qualitative. The data are described and interpreted hermeneutically. The results indicate that the catfish folklore contains a number of educational values that dynamically developed along with the people's beliefs about the folklore as a myth. This transformation of educational values includes: the value of ubudiyyah, the value of the struggle in the life; and the moral value. This transformation occurs through the intervention of many parties, both internal and external ones, such as the local government, the elders, the community leaders as well as educators. Other factors are technological development and the development of the fishery industry. This research suggests the stakeholders of the village level, districts, and regencies to make the folklore as a medium in learning the educational values. The society, especially the fishpond farmer at Medang village are suggested to preserve the folklore without preventing it to be known. The scholars and the artists can also bring this folklore to life and present it in a more interesting format, both in a pure and classic appearance and in collaboration so that it can be presented as a myth that has a profound meaning.

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Reni Anjasari, Ahmad Marzuki, and Munif Shaleh. "Family Education of Tengger People In Instilling Islamic Education Values towards Children." AL MURABBI 6, no. 1 (December 31, 2020): 71–86. http://dx.doi.org/10.35891/amb.v6i1.2435.

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Family education is very important if the existing pattern of society is a pluralistic society like in Tengger. The purpose of this study are to: 1) Describe the understanding of Tengger ethnic parents about Islamic education and 2) Analyze the role of parents in instilling the values of Islamic education toward childrens. The author chose a qualitative approach and data collection techniques are three techniques: interviews, observation and documentation. The results of this study include: 1) Understanding of parents about the values of Islamic education is classified by: a) Aqeedah in the form of belief where as Muslims have different beliefs that are different from friends of non-Muslim children , b) Shari'a in the form of commands and prohibitions as well as permissible in the law ranging from worship to mu'amalah and c) Morals that foster awareness to do good by preserving morals and doing it sincerely and 2) The role of parents in instilling Islamic educational values, namely acting as educators and protectors for their children. Then various ways or methods are: a) Modeling, b) the habit method, c) the method of advice and d) the method of supervision.

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Budnyk, Olena. "Educational Model of a Modern Student: European Scope." Journal of Vasyl Stefanyk Precarpathian National University 3, no. 2-3 (December 22, 2016): 9–14. http://dx.doi.org/10.15330/jpnu.3.2-3.9-14.

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The paper presents the results of the research of educational ideals in a philosophicalcontext. The essence of the educational ideal is shown in interrelations of the categories“opportunity” and “reality”, “concrete” and “abstract”, “content” and “form”, “cause” and“effect”, “freedom” and “necessity”. The author emphasizes the need to reorient moderneducational process on universal values for successful integration. Much attention is paid tonational educational ideal of a personality. The necessity of taking into account the pedagogicalwork of the teacher ideological, political, ethnic, religious, racial differences among students, atolerant attitude to their philosophical ideas and beliefs. The research deals with the need to focuson joint counteraction to extremism and terrorism

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Ali, Moh. "ORGANIZATIONAL ORGANIZATIONAL CULTURE OF EDUCATIONAL INSTITUTION IN INDONESIA." Paedagogia: Jurnal Pendidikan 9, no. 1 (August 23, 2020): 45–60. http://dx.doi.org/10.24239/pdg.vol9.iss1.64.

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Organizational culture is defined as the underlying beliefs, assumption, values and ways of interacting that contribute to the unique social and psychological environment of an organization. There are two types of culture, i.e. material culture and non-material culture, which had been organized and maintained according to the needs of human being. Source of the culture is originated from the product of human being’s thought. Human being itself is a unique individual whose behaviour influenced by many variations and shapes of culture in society. As for the object of organizational culture in educational institution, it included quality, achievement, and professionalism which can be developed by educational institution.

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Journal articles on the topic 'Educational Beliefs and Values'

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