Dissertations / Theses on the topic 'Values Education'

The purpose of this study was to explore personal and organizational values, their influence and alignment, in the ethical decision-making of Catholic school principals. Semi-structured interviews allowed the 12 participants to explore personal and school values, areas of congruence and dissonance, methods for resolving dissonance, the process of values alignment, and the influence of the Catholic school culture. Site observations and analyses of mission statements provided insight as to community values for each of the participating schools.

The review of the literature yielded a means by which to connect values of the principal with those of the school community. The individual level examined the formation of the school leader through personal values, professional preparation programs, and ongoing self-reflection. The communal level analyzed the nature of school culture, namely the Catholic school framework, and how community members perceived their organizational climate. The process of ethical decision-making through multiple paradigms formed the active connection relating individual and communal value sets.

The conceptual framework depicted the aforementioned values relationship. Values alignment and values congruence formed the theoretical framework, exploring how to bring personal and organizational values into alignment and the resulting congruence or dissonance between them. Although prevalent in the business sector, this study’s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success.

Findings showed salient values across participant responses, observations, and documents and highlighted concepts of organizational fit, prayer as process of reflection, and individual versus communal goods. Further, values awareness and values negotiation were found to be layers in the dynamic process of alignment by which an appreciation of pre-existing stakeholder values could be brought to bear in discerning potential success or failure of change through ethical decision-making. The Catholic school culture, consisting of a seemingly unified values framework, provided a common sense of mission, vernacular, and expression through artifacts and décor. Recommendations were posited for “match” programs that could connect aspiring principals with schools of similar values. Delving more deeply into values awareness and negotiation by further examining principal motive and collecting broader stakeholder feedback could stimulate additional research.

The purposes of this study were to (1) describe the personal values and work values of nursing students in the last year of their present educational preparation, (2) to investigate the relationships between values, both personal and work, and selected demographic variables (type of educational institution, present educational preparation, job interests, and age), and (3) to examine the correlations between students' personal values and work values. Using the Profile of Life Values (PLV) and the Ohio Work Values Inventory (OWVI) , the personal and work values of 452 student nurses were examined, first as a total sample for means and standard deviations, then by selected demographic variables with MANOVA, ANOVA, and Scheffe at the .10 level of significance. In the sample were 43 students from graduate nursing programs, 143 students from baccalaureate nursing programs, and 266 students from associate degree programs, from both public and private educational institutions in two northwestern states. The order of the means for the total sample on the PLV scales from the highest to lowest were Considerate, Intellectual, Achievement, Recognition, Creative, Artistic, and Integrity. The order of the means for the total sample on the OWVI scales from highest to lowest were Task Satisfaction, Self Realization, Altruism, Security, Money, Independence, Ideas/Data Orientation, Object Orientation, Control, Prestige, and Solitude. In comparing the values on the PLV and OWVI by type of educational institution, the means were significantly higher for students enrolled in private educational institutions than for students from public educational institutions. When the values on the PLV and OWVI scales were compared by educational preparation, significant differences were found on the means, with graduate students placing more values on Intellectual, baccalaureate degree students placing more value on Recognition, Control, Independence, and Object Orientation, and associate degree students placing more value on Integrity, Security, and Money. When the means on the PLV and OWVI scales were examined by job interest, students interested in pediatrics placed more importance on Considerate, Achievement, and Intellectual; students interested in specialty areas, such as the operating room or emergency room placed more value on Object Orientation, just as students interested in critical care and pediatrics placed more value on Object Orientation than did the students interested in medical/surgical nursing, geriatrics, obstetrics, mental health, nurse practitioner or clinical specialist role. In the final comparison of the PLV and OWVI values with age, the 40-54 age group placed more value on Intellectual while the 20-29 age group placed more value on Recognition, Security, Control, Money, and Prestige. Using Chi-Square as the inferential test, educational preparation and job interests were found to be related. Graduate students were primarily interested in the nurse practitioner or clinical specialist role; students receiving a baccalaureate degree expressed more interest in critical care and pediatrics; students receiving an associate degree expressed more interest in medical/ surgical nursing and geriatrics. In examining the correlations between the PLV and OWVI, 58 of the 77 coefficients were significant at the .05 level. The correlations of the two instruments demonstrated a logical relationship exists between the instruments. These findings have implications for nursing education. The educational foundation for nursing is based on the fostering of personal well-being and continuing growth through interpersonal interactions. The nursing curriculum needs to be reviewed periodically for differentiation, interpretation, and clarification of values. In order to provide an education that is conducive to recognition of values, the faculty need to be aware of their own values, be able to recognize how their values relate to teaching, student learning, and professional practice, and periodically evaluate how they use values in the process. Teaching by relating values to subject matter, human differences, and practice enables student nurses to recognize and understand their own values as well as the values of other people. These findings have implications for further research, as values of faculty and students are in some ways related to age, specific interests, and educational preparation.

This qualitative research study examined how junior-level undergraduate students clarify their values in the environment of a leadership course. Previous research indicated the concept of values clarification is a dynamic process in which people come to understand what they individually view as important in their lives by placing a name or label to what one values (i.e., honesty, love, success, etc.). This process commonly occurs during the traditional college years and is a critical component of the undergraduate experience. A college student clarifying their values is an important first step in the overall values development process. To encourage development, educators must first understand this process. However, there remains an important gap in the current literature regarding how students clarify their values in college, specifically in the context of leadership coursework. Therefore, the purpose of this study was to understand the essence of the students' experience in their values clarification. Utilizing a phenomenological method involving interviews, thematic coding, phenomenological reduction, imaginative variation, and data saturation; primary themes were formed explaining the experience of how students identify their values in college. Data for the study were collected over a semester-long period in the spring of 2012 from junior-level students who were currently enrolled in or had successfully completed a course in an undergraduate Leadership Certificate at a large, Research I institution in the southeastern United States. Findings from this research helped to explain the experience of how junior-level students clarify their values in their collegiate experience and inform the practice of character education and leadership curriculum development in colleges and universities.

This thesis describes a research project which investigated the use of Media Studies in Values Education at a Catholic Primary School in Brisbane. The focus of the study was a nine week unit on "Multiculturalism" which utilised the concepts and strategies of Media Studies and which involved the researcher in actually leading the teaching of the unit to a combined class of 55 students from Years 6 and 7. Teachings for the unit revolved around Construction and Deconstruction activities with particular attention given to the following ethnic groupings: (i) Anglo/Celtic (ii) Aboriginal (iii) Vietnamese (iv) El Salvadorean The study developed around the hypothesis that Media Studies can provide a useful means for teaching Values Education and it investigated the following research questions: 1. To what extent did the children have more positive values about themselves and other ethnic groups at the end of the unit on "Multiculturalism"? 2. To what extent was the Media Studies approach to the teaching of the unit responsible for such changes in values that occurred? 3. How did the techniques of Construction and Deconstruction contribute to the development of more positive attitudes to self and others and the ability to interact more effectively with others? The findings show that Media Studies can, indeed, contribute to the development of core understandings and skills of Values Education as identified by Hill (1991, p. 10) in his "minimum specifications for Values Education in Australia", as follows: "To assist students: (a) to acquire a representative knowledge base concerning the value traditions of groups within contemporary Australian society; (b) to enter with empathy into the perceptions and feelings of people who have been strongly committed to these traditions; ( c) to develop skills of critical and appreciative values appraisal; ( d) to encourage and put into practice skills of decision-making and value negotiation; ( e) to develop a concern for the community and the care of its members. Both quantitative and qualitative research methodologies were used to chart the development of cognitive, affective and volitional aspects of children's values towards themselves and other ethnic groups and to examine the development of their interpersonal skills. The combined findings from the quantitative and qualitative data collected during the study, show that there is a strong case to support the hypothesis that Media Studies can provide a useful means for teaching Values Education in the classroom. The evidence suggests that by the end of the unit, the children who were involved did have more positive attitudes towards themselves and others, and had improved their interpersonal skills. There is also sufficient evidence to conclude that these outcomes were produced, at least to some significant extent, by the use of the concepts and strategies of Media Studies, particularly Construction and Deconstruction. The methodologies included a Pre-Test/Post-Test which involved short written responses, drawings and the completion of a ratings scale, as well as interviews, observations and content analysis of some of the children's video work completed towards the end of the unit. The use of a variety of methodologies to examine the hypothesis provided the multiple perspectives of triangulation and the opportunity to offset the shortcomings of one type of methodology with another which did not have those potential sources of experimental error. For example, the anonymity of the children's responses in the PreTest/Post-Test helped to ensure that the children would feel free to give their honest responses to the questions and provided an opportunity to cross-check responses given in the interviews. The study's findings have important implications for teaching and learning and give rise to a number of interesting questions relating to ways children may be assisted to define and refine their ethical positions. It also highlights the problems of encouraging collaborative behaviours within an essentially, individually-competitive school system; and raises issues with respect to the handling of controversial topics by teachers within schools. Finally, the study suggests the basis for a conceptual framework for using Media Studies to implement Values Education within the classroom and identifies areas for further research.

This dissertation presents research that is broadly concerned with comparative understanding of the concept of citizenship and its relationship to nationhood, most particularly as it relates to contemporary government policies - what Michel Foucault refers to as 'studies of governmentality' - in Britain and Hong Kong. A major consideration is the assessment of how modern states seek to imbue citizenship with new meanings by mobilising connections to reimagined 'national cultures' and 'national values' as a way of expanding power and limiting access to citizenship. Two cases are selected and examined in this research to elucidate the above concern and consideration. The first is Hong Kong, where a compulsory subject Moral and National Education was proposed in 2012 to cultivate students' positive values and enhance their 'national qualities'. The second is Britain, where all schools and universities since 2015 must by law carry out the Prevent Duty to assess the risk of students becoming terrorists and beginning in 2014 where all schools must actively promote 'fundamental British values'. In both contexts, the education policies and their associated discourses claimed to protect 'our culture', defend 'our values', and promote understanding of 'our nation' Curriculum documents, policy documents, and parliamentary reports related to these education policies are collected and critically analysed in a genealogical approach to reveal (a) the expressions of 'national values' and citizenship in these policy and associated political texts, (b) how these texts and associated discourses influenced the re-imagination of nations, and (c) how the national perspectives expressed ideologically - especially in relation to the narrowing of borders through policies - recast, mediate or alter conceptions of citizenship. The comparative policy landscape in Britain and Hong Kong is assessed by deploying an interdisciplinary framework that addresses nation, citizenship, borders, and governmentality in a unique way. The study of the cases, in return, demonstrates how this framework can be applied to analysing education policies and assessing the rationalities and effects of these policies.

In this thesis the writer outlines one form that an evolutionary-developmental paradigm of humankind might take. Beginning with the idealist position than an epistemology must precede an ontology, the author proceeds to describe the view that emerges when the respected authorities of empirical evidence and logic are joined by the eye that gives us a "scientia intuitiva," or a view "sub specie aeternitatis." From such an expanded view, a Wave Model of Consciousness-Being is formulated. The writer examines the implications of this model for values education theory as well as several other related topics.

This study provides a systematic description of the Conservative Government's education policies and their initial implementation during the period 1979-90. It charts elements of coherence between the Government's values and policies and examples of dissonance. By analysing the underlying values, it identifies conflicts which go some way toward explaining the apparent contradictions. Government policy reflects a marked switch in emphasis from regionalized provision to institutional provision within a strong, centralized framework which reflects a move from communal provision in response to individual needs to a market model where individual effort is intended to bring its own rewards. This analysis reveals the way in which policies apparently concerned with separate aspects of public services (structure, management, funding and mechanisms of reporting and accountability) culminated in the creation of a mixed market economy as a basis for transferring responsibility for the provision of welfare services from the state to commercial and voluntary agencies, as well as to individuals and their families. Whilst responsibility for the provision of education has not itself been delegated to parents, their involvement through choice, participation and voluntary financial contributions has steadily increased throughout the period in question. The transfer from the state to commercial and voluntary agencies is also evident in the provision of services to schools (meals, maintenance, cleaning) by commercial agencies under contract and the delegation to voluntary, lay governors of many of the responsibilities formerly exercised by local education authorities.

Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights 
enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does 
achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational 
institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the 
Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven 
with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers 
integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they 
equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking 
tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their 
learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.

The Purbeck Review of Schools, initiated by Dorset County Council in 2008, resulted in the closure of the middle school in Swanage, leaving the town bereft of secondary education by July 2013. A community-led group, Education Swanage, founded a new school in the town, which opened in September 2013 as a free school, with a humanscale ethos. Although there was controversy about free schools at the time, there is no research to date about how personal values influence the founding of such a school. This research answers the question how did values influence the founding of The Swanage School? This inductive research was informed by literature on the conceptualization of ‘values’ and the ‘sacred’ and delimited by theoretical insights from practical theology, living theory and human-scale education. The action research strategy, set within a paradigm of praxis, addressed how values influenced action in founding the school. Semistructured interviews, an online survey and a validation group were used to discover how values influenced practice. The data revealed a variety of interpretations of the term ‘values’, which were most commonly alluded to as being central in guiding and informing everyday interaction in the world and relating to how humans respond to others whilst also being a reflection of personal identity. The research identified areas of practice where the interplay of intrinsic and extrinsic values was influential when operating in contradiction and congruence to affect change. Analysis of the findings enabled conclusions and propositions to be developed, which focused on how values influenced the process of moving from contradiction to congruence in order to enact change. Values were a significant influence in the founding of The Swanage School. When values were contradicted they acted as standards of judgement and formed the basis of conversations which led to problems being solved and decisions being made. Concepts from the wider literature and the field of practical theology provided insight into how values can be defined and how their influence on action can be interpreted as an encounter with the sacred. The conclusion of this study and its contribution to knowledge is the explanation of how values influenced the founding of The Swanage School in the form of a living educational theory.

The Purbeck Review of Schools, initiated by Dorset County Council in 2008, resulted in the closure of the middle school in Swanage, leaving the town bereft of secondary education by July 2013. A community-led group, Education Swanage, founded a new school in the town, which opened in September 2013 as a free school, with a humanscale ethos. Although there was controversy about free schools at the time, there is no research to date about how personal values influence the founding of such a school. This research answers the question how did values influence the founding of The Swanage School? This inductive research was informed by literature on the conceptualization of ‘values’ and the ‘sacred’ and delimited by theoretical insights from practical theology, living theory and human-scale education. The action research strategy, set within a paradigm of praxis, addressed how values influenced action in founding the school. Semistructured interviews, an online survey and a validation group were used to discover how values influenced practice. The data revealed a variety of interpretations of the term ‘values’, which were most commonly alluded to as being central in guiding and informing everyday interaction in the world and relating to how humans respond to others whilst also being a reflection of personal identity. The research identified areas of practice where the interplay of intrinsic and extrinsic values was influential when operating in contradiction and congruence to affect change. Analysis of the findings enabled conclusions and propositions to be developed, which focused on how values influenced the process of moving from contradiction to congruence in order to enact change. Values were a significant influence in the founding of The Swanage School. When values were contradicted they acted as standards of judgement and formed the basis of conversations which led to problems being solved and decisions being made. Concepts from the wider literature and the field of practical theology provided insight into how values can be defined and how their influence on action can be interpreted as an encounter with the sacred. The conclusion of this study and its contribution to knowledge is the explanation of how values influenced the founding of The Swanage School in the form of a living educational theory.

This study set out to determine which values are represented in the National Framework for Values Education in Australian Schools by matching Schwartz's ten values constructs to the Nine Values for Australian Schooling and examining the values orientations of contemporary young people, specifically Grade 8 girls from one State High School in South East Queensland. This was achieved by using the Schwartz Portrait Values Questionnaire (PVQ) as well as thematic analysis. Key findings were that there was a match between the Grade 8 girls values and some of the Nine Values however not others. Also, that not all of Schwartz's values are represented in the Nine Values for Australian Schooling, and certain values could be said to be omitted from the Framework and certain privileged.

While broad attempts have been made to investigate values undergirding school choice (Bosetti & Pyryt, 2007; Zeehandelaar & Northern, 2013), research has yet to employ a means for subjectively and holistically investigating parents’ values for the education of their children across multiple school contexts. Q methodology was used with 29 parent participants who rank-ordered 40 statements aligned with the four-quadrant model of human development and holistic education: cognitive, social and emotional, psychomotor, and intuition and creative. Results yielded a three-factor solution interpreted along with interview data and field notes to be Reverence in Tradition, Diversity in Experiences, and Morality in Decisions. Reverence in Tradition reflects a priority of spiritual development. Diversity in Experiences emphasizes autonomous student growth through diverse interactions and ideas. Morality in Decisions emphasizes respectful and positive interaction with others. Three conclusions emerge from this research: there are three ways that parents who enroll their children in public, private, or homeschools express the priorities for the educational needs of their children; a four-quadrant model of education assists in understanding parents’ subjective views related to the educational needs of their children; and school setting serves as an interesting role in understanding priorities for the developmental needs of children. Of interest is the finding that all three academic contexts were represented in each of the three viewpoints; however, some parents may place children in school contexts that align with preferences, such as most Reverence in Tradition were home or private schools, the other two parent groups favor public schools. Findings from this research can assist policymakers, administrators, and teachers who want to understand parents’ values for the education of their children.

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.

This research encompasses the identification, comparison and prediction of the values advocated by interest groups, as well as the influence of policy issues on patterns of values advocated. A study is made of the solicited written representations submitted to the central educational state machinery by legitimised interest groups during the period 1974-1984. Qualitative content analysis involved a systematic search for the appearance of the advocacy of particular educational values in each of 82 documentary submissions made by six interest groups on 22 policy issues. An initial task was the selection and definition of categories of higher education values. These categories formed the 'pigeon holes' into which the educational values expressed were 'sorted'. Four broad categories consisting of Accountability, Competence, Equity and Liberty were identified. These were further classified into a total of 27 sub-categories for which operational definitions were given. Both Chi Square and Cochran's Q Tests were used for testing the significance of differences observed in the values advocated. Prediction analysis of crossclassifications using the del (V) measure were also used for testing the success of 'a priori' prediction propositions as well as of 'ex post facto' prediction propositions. The conclusions are that: The advocacy of educational values by each interest group varies from one policy issue to the other; Interest groups can be differentiated on the basis of educational values sub-categories they advocate on clusters of related policy issues as well as on overall combinations of policy issues. However, the pattern of educational values advocated on series of individual policy issues shows that there is a substantial commonality of preference among the various interest groups. The advocacy of educational values can be predicted more successfully for clusters of related policy issues than for interest groups.

Higher education and more specifically University education is being called to account more and more. It follows therefore that the Universities must present information on the quality of service which they provide as perceived by their customers and their supporters who supply their funding. In this thesisr esearchi s reported on the measuremenot f the quality valuesw hich Students, Lecturing Staff, and Senior Management display within the period of a leaming programme. The principal aim was to ascertain through hypothesis testing if the level of congruence of the value systems of these three main contributors to the learning experience influenced the degree of satisfaction of the Students as the customers and to develope a framework for measuring contributor's quality values. Theseo bjectivesw ere researchedin stagesa s follows; The first stage was an extensive literature review which was used to underpin the ainis and objectiveso f the researchb y establishinga n understandingo f the relationshipsb etween Culture and Values, Quality, and Service. The Service review focused upon Higher Education in the University environment including such aspects quality and culture, values and the determinantso f servicqq uality, customerf ocus and society's role within the educatione xperience,s takeholderp ositioning within the educationp rocess,f inancial considerationsm, easuremenot f satisfactiona nd dissatisfaction,a nd studentt ransformation in terms of their educatione xperience.T he review revealeda numbero f weaknessesin existing knowledge primarily that there has been little research undertaken into the measuremenot f more than two parties within an educationt ransactiona nd how the involvement of more than two parties within such is perceived in relation to customer satisfaction. The second stage of the research was a Case Study using a mixed method approach which comprised interview techniques from which a framework for measuring quality in higher education was developed, and a questionnaire survey undertaken which was used to test the framework from which a number of conclusions were drawn. The Case Study was conducted within the Business School of the Napier University of Edinburgh. Using qualitative and quantitative methodologies the study examined the expectations as prescribed by the Importance which Senior Management, Lecturing Staff, and Students placed upon aspects of their learning programme. Additionally Students were asked their perceived levels of Satisfaction with their programmes. The outcomes of iii the Case Study were analysed using triangulated methods and used to highlight any problem aspects within programmes. These aspects were then subjected to value analysis to test the effects of congruity of stakeholder values on the levels of customer satisfaction. The findings of the case study were that, during the period of the research, the degree of congruenceo f the three main stakeholdersh ad no impact upon the levelso f satisfactiono f the Students as customers of the learning programme as offered by the Business School. Further analysis of the Case Study findings indicated the following : 1) That significant core value Gaps between the levels of Student Importance and Satisfaction exist within certain aspects of their learning experience more particularly during the later period of their learning programme. 2) That the role of Senior Management within the learning programme seems to have little influence upon the Student level of satisfaction. 3) That communication channels between Lecturers and Senior Management on policies within the learning programme appear to need reappraisal. 4) That significant differences in core values of Importance exist between Lecturers and Students 5) That Student importance levels and by definition their value systems changed over the period of their learning programme. 6) That there were non-core value significant differences in the importance which Full-time and Part-time Studentsp lacedu pon certain aspectso f their progranu-neo f learning 7) That there were non-core value significant differences in the importance which Undergraduatea nd GraduateS tudentsp lacedu pon certain aspectso f their programmeo f learning 8) That there were non-core value significant differences in the importance which Undergraduatea nd Lecturersp lacedu pon a programmeo f learningy ear on year. The size and distribution of the populations sampled has enabled conclusions to be drawn on the validity and generalisabilityo f the framework for measuringq uality valuesi n the field of higher education throughout the Napier University and to some extent when factors such as cross cultural values,d emographicc onsiderationsq, uestionnaire'sw ording, etc., are taken into account as the basis for the further examination of stakeholder value systems within the education experience in the UK and internationally.

Thesis (MEd)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task.
AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.

Diss. (sammanfattning) Stockholm : Stockholms universitet, 2010.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.

Literature in art education suggests a link between aesthetic experiences and value awareness. The existence of such a link could have important implications for the role of art education in our schools, answering to the often expressed need to address values within our educational programs. However, most available work on this subject is theoretical, and often based on untested prior assumptions. Therefore claims to knowledge of this link cannot yet be explicitly made.
It is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation.
This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.

Educational Psychology
Ph.D.
This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values.
Temple University--Theses

This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

This is a Minor Field Study which was carried out in six schools in the Morogoro district in Tanzania. The aim of this study was to find out the values of Tanzanian teachers concerning education for environmentally sustainable development. 18 teachers have been interviewed and as a complimentary method we have observed lessons of different subjects to get a better understanding for the answers from the interviews. Our findings are that the teachers find it important to teach about both reasons and effects when it comes to environmental issues. Many teachers believed knowledge of how to live in order to avoid environmental destruction was at least as important to teach. Another conclusion is that the teachers find it important to teach about environmental issues because knowledge of the environment is necessary for development of a country. Finally we have concluded that the teachers´ values are supported by the syllabuses.

The purpose of this study was to investigate Inuit values and needs in Inuit Adult Education. These can only originate from the Inuit themselves: those attending and employed in Adult Education Centres in Nunavik, graduates of both vocational and academic adult education programs, Elders, local education committee members, directors of Northern educational institutions and community leaders. This study examined values in Inuit adult education of one Inuit community's educational and community representatives and students, and how these educational needs may be met so as to respect Inuit traditions. In this qualitative study, research methods included: filmed interviews, surveys and open-ended questionnaires, field notes, and participant observation. It was found that the Inuit are in effect finding themselves between two cultures and two education systems. There is a gap in knowledge between the Inuit vision of education and the non-Inuit vision of education. It was concluded that there is a perceived need to integrate the teaching of traditional Inuit skills and knowledge with contemporary curricula: to unite both into a curriculum that embraces the advantages of both traditions and cultures.

This thesis is an examination of the role of values in the development of more meaningful school based sexuality education programs. There is a growing consensus among researchers and educators that presenting only physiological information is inadequate and that sexuality education should include a values component.
The integration of values into sexuality education is highly problematic. Because of the potential for controversy regarding questions of sexual values, many sexuality educators have attempted to teach programs that are value free.
An ethical framework for the integration of values into sexuality education needs to be established. The act-centred and person-centred approaches to sexual ethics are compared and contrasted in terms of their suitability for sexuality education. It is proposed that a person-centred approach may provide a starting point of an ethical framework for the integration of values into sexuality education.

Este estudo teve como motivação inicial a experiência profissional do autor,como educador e geógrafo, atuando na iniciativa denominada Projeto de Educação Ambiental com Crianças de Escolas públicas, que vem sendo realizada no campus da Pontifícia Universidade Católica do Rio de Janeiro desde 1998. Este projeto foi desenvolvido pelo Núcleo Interdisciplinar de Meio Ambiente - NIMA/PUC-Rio, com o objetivo de integrar as escolas públicas com a Universidade, através de aulas de Educação Ambiental, tendo como meta a formação de valores ético-ambientais para o exercício da cidadania das futuras gerações. Baseado nesta experiência de projeto social, que visa atender às crianças mais carentes que estudam nas escolas públicas no bairro da Gávea e moradoras das comunidades carentes da Rocinha, Vidigal, Parque da Cidade e Cruzada São Sebastião, localizadas próximas ao campus da PUC-Rio, são apresentadas aqui as reflexões e potencialidades de transformação social do Projeto de Educação Ambiental com Crianças de Escolas Públicas. A análise deste Projeto, enquanto um modelo que visa responder aos atuais apelos da recente Lei Federal de Educação Ambiental e da Lei Estadual, sobretudo no que se refere a sua dimensão não-formal, constitui o escopo desta dissertação. Em outras palavras, este trabalho avalia as ações e práticas educativas voltadas para a sensibilização da coletividade sobre as questões ambientais, com a participação e parceria de escolas, Universidade e empresas, e das transformações processadas com valores éticos presentes na relação do homem com o seu meio ambiente, através de um projeto de Educação Ambiental, realizado junto às crianças e adolescentes estudantes da rede pública de educação no Estado do Rio de Janeiro.
This research was motivated by the author s professional experience, as a Geography teacher, working as a member of the team responsible for the Project of Environmental Education for Public School Children, which has been taking place within the Pontifical Catholic University of Rio de Janeiro campus since 1998. This project was developed by the Interdisciplinary Center for the Environment - NIMA/PUC-Rio to promote the integration of the public schools with the university,throughout Environmental Education classes. The goal of the project is to develop ethical-environmental values for the exercise of future generations citizenship. The purpose of this initiative is to serve the poor children, who attend classes of the public schools of Gávea, Rocinha, Vidigal, Parque da Cidade e Cruzada de São Sebastião neighborhoods, located near by PUC- Rio campus. Based on this experience, the author describes the perspectives for social change of the Project of Environmental Education for Public School Children. The core subject of this dissertation is an analysis of this project, taken as a model response to the determinations of the recent Federal and State Laws for environmental education, with emphasis on non-formal education. In other words, this essay describes the educational actions and practices designed to wake up collective sensibility towards environmental issues, relying on the partner ship established by schools with universities and companies. This dissertation is concerned with the ethical valves which comes out of the relation ship between mankind and its surrounding nature and the transformations that can be accomplished by an Environmental Education Project such as this one offered to the children of the public education system of the State of Rio de Janeiro.

Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.

This study describes what higher education institutions (HEIs) that are known for their research excellence are doing to implement current student and teaching oriented higher education (HE) policies in England and Wales. Pressures to reach increasingly higher levels of excellence in both teaching and research challenge existing structures and mechanisms in these researchintensive universities (RIUs). Options for overcoming challenges are discussed by bringing together perspectives of different stakeholders. This thesis is based on analysis of documentary and empirical data to gain insight into perspectives and experiences of stakeholders of the implementation of current HE policies in England and Wales. Documentary data consisting of publicly available material about HE policies has been analysed by an interpretive analysis of policy, and papers about research have been systematically reviewed. The contents of interviews with academics in four RIUs have been analysed in case studies. This study contributes to existing research on ‘professionalism’ (see, for example, Kolsaker, 2008), ‘effective teaching’ (see, for example, Hunter & Back, 2011), and ‘evaluating teaching quality’ (see, for example, Dornan, Tan, Boshuizen, Gick, Isba, Mann, Scherpbier, Spencer, Timmins, 2014). This study also complements The UK Higher Education Academy’s (HEA) research in this area including Gibbs’ report on quality (2010) as well as earlier work on reward and recognition (2009). Key findings give insight into a troublesome relationship between teaching and research activities, which is at the core of many of the challenges RIUs are facing. Findings showing academics strong interest in their students, teaching, and research highlight their engagement in the development of these key activities. These support recommendations for development processes in RIUs involving organisation wide engagement to build parity of esteem between research and teaching to achieve aims to reach their full potential in terms of excellence in HE.

The problem this research study aims to address is the development of architectural values in graduate architecture students and faculty. This study explores the relationship between academic values (architectural concepts) and practical skillsets (architectural competencies) within architectural education. It also investigates the relationship between student and faculty value priorities in regards to the profession. Conducted at the University of Virginia, School of Architecture, the study utilized the administration of the researcher-made Architectural Values Inventory (AVI), based on Rokeach's (1973) Value Survey. The principal component analysis, used to evaluate reliability and validity proved, the AVI to be both valid and reliable surfacing six significant components. The canonical correlation analysis showed a significant relationship between architectural concepts and competencies. The Goodman-Kruskal gamma rendered a relationship between students and faculty on only five of the 32 architectural values, subsequently showing little to no correlation between students and faculty on the whole. These research findings have the potential to influence areas of architectural education such as accreditation, curriculum development, professional development, and professional practice.

This thesis has been undertaken to consider whether values education, as conceived in Palmer Primary School, improves the quality of educational provision. To do this, it explores the research question: Does teaching values improve the quality of education in primary schools? The research study seeks evidence to analyse whether moral education in positive values, in the form of values education, is fundamental to the purposes of developing quality education. Significantly, the study considers whether values education can enable pupils to internalise, and act on, a code of personal ethics. It considers the argument that values education may have positive qualitative effects on the attitudes and behaviour of adults and pupils in state primary schools. Furthermore, the study seeks to ascertain whether the methods and pedagogy of values education can be an effective means of implementing the second aim of the revised National Curriculum, which is concerned with the spiritual, moral, social and cultural development of pupils. This research study seeks to establish whether values education, as the embodiment of the aim, can pass on what the National Curriculum describes as enduring values and help pupils to be caring citizens capable of contributing to the development of a just society. It reflects on whether values education can be an effective means for reestablishing the moral purpose of education and thereby affect the quality of education in the state sector of schooling. The thesis is coherently structured in ten chapters that cover: the theoretical background to values education; a philosophical framework; a literature review, case studies, examination of data; conclusions and recommendations. The research methodology is designed to collect and analyse data from a main and subsidiary case study. It focuses on data from semi-structured interviews with fulltime teachers; pupil interviews; parent interviews; documents from Ofsted, governors' meetings and sample lessons. The potential significance of this study is whether the research produces evidence that will support further, more extensive, research that will consider whether values education represents a positive paradigm shift in the way that schooling in primary schools is conceived.

The enthusiasm for a positivistic approach to sexuality education has begun to subside. Recognizing that sexuality is more than a biological phenomenon, and that education is more than just information, sexuality educators throughout North America are now acknowledging the importance of values. There are two problems, however, with the philosophical orientation on values within the literature. The first problem is the pervasive view that teachers should remain neutral to facilitate value clarification. The commitment to neutrality is often based on an appreciation and respect for pluralism, on the subjective nature of values, and on the integrity of persons. The commitment to neutrality, however, confuses pluralism with relativism, subjectivity with subjectivism, and integrity with validity.
The second problem is the conceptualization of sexual-values education as a solution to problems like unwanted teenage pregnancy and sexually transmitted diseases. This view of sexuality education reduces education to schooling, valuing to decision-making, and sexuality to problems arising from coitus. It evaluates the success of educational efforts according to strictly utilitarian criteria. In this thesis, sexual-values education is reconceptualized as a life-long process, and a successful sexual-values education is redefined by its capacity to be celebrational, hospitable, meaningful, and life-enhancing.

With ecological crises remaining at the forefront of public concern it is now more important than ever to develop connections between human beings and the natural world. Consequently, environmental education programs have included values in their objectives in an effort to stimulate appreciation for and dedication to maintaining the health of the planet.
This case study examines the values and values education approaches implicit in the Fort Whyte Centre for Environmental Education in Winnipeg, Manitoba. Based on the theoretical framework of both values education and environmental education, analysis revealed that embedded in the program are the values of respect, appreciation and care-taking. Furthermore, it indicates that early childhood experiences in nature are integral in sustained dedication to the environment. Finally, it was apparent that ingrained in the strategies employed by the facility are elements of values education models.
Outlining values in program objectives ensures that these beliefs are a central focus of the lessons. Concurrently, teacher training programs must directly teach values education approaches with reference to environmental education. Ecological dilemmas are moral-ethical issues and must be dealt with as such. By neglecting to adequately prepare instructors to deal with these issues programs cannot achieve their objectives. Environmental value systems cannot be developed unless programs are specifically designed to achieve this goal.

In the 23 years since the first undergraduate popular music degree programme opened in the United Kingdom, the academic discipline of popular music has burgeoned to encompass over 160 programmes delivered across the higher education sector, by private institutions, Royal-chartered conservatoires, post-92 universities and Russell Group universities. This doctoral research project seeks to understand the values underpinning and informing educational practice in this growing academic discipline. It proceeds from an understanding of higher education and popular music as two highly complex domains in their own right, and from the proposition that values inhering at their nexus- Higher Popular Music Education- derive from and are borne by multiple human, institutional and disciplinary sources, and bear the trace of socio-cultural, economic and historical contexts related to each domain. It takes an inductive approach to a multiple-case study of four popular music degree programmes at different higher education institutions across the United Kingdom. Acknowledging from the outset the impossibility of identifying a conclusive ‘roster’ of itemisable values, this study draws on a combination of institutional literature, semi-structured interview and field observation data to explore the interplay of musical, educational and other values within the educational message systems of pedagogy, curriculum, institution, assessment, lifestyle and market. Analysis of the data suggested that seemingly unrelated values such as, for example, those relating to musical aesthetics and social justice, could in fact be oppositional in practice, resulting in surprising tensions and impacting on such areas as curricula and student lifestyles. Moreover, values enshrined in policy, or perceived by interviewees to be dominant within the higher education sector, appeared often to be at odds with individuals’ personal opinions regarding the value of knowledge and education, or with what they saw to be the core values of popular music as an art form. This interdisciplinary study sits across the research fields of music education, the sociology of higher education and popular music studies, and makes original contributions to knowledge in each of these fields.

A presente dissertação traz como tema principal a questão dos valores em relação ao processo educativo escolar. Seu principal objetivo é analisar a tarefa da escola quanto à educação para valores, frente às transformações sociais e culturais e suas implicações no processo educativo. Para a realização de tal propósito, o método de abordagem será o analítico-interpretativo, sendo que o trabalho dissertativo está dividido em três capítulos. O primeiro capítulo descreverá a sociedade contemporânea e suas principais transformações no âmbito social e cultural. Por isso, se valerá das contribuições do sociólogo Zygmunt Bauman, no intuito de apresentar as principais características presentes no contexto social, para que, em seguida, se possa compreender o papel da escola inserida nesse contexto. Após a apresentação desse panorama, no segundo capítulo, o trabalho dissertativo terá o intuito de destacar o tema dos valores e, para isso, contará com o aporte teórico do filósofo Max Scheler, apresentando suas ideias centrais acerca de sua teoria dos valores. A partir da descrição da sociedade referenciada por Bauman e da teoria dos valores, formulada por Scheler, no terceiro capítulo, o objetivo será situar e analisar a missão da escola diante das transformações sociais e culturais e seu processo educativo, em especial, frente aos valores. E para a compreensão da missão da escola no contexto hodierno far-se-á a análise do Projeto Político-Pedagógico da Escola Estadual de Ensino Fundamental Jardim América do município de Vacaria, no Rio Grande do Sul, porque, através da análise desse documento, é possível compreender e avaliar as metas pretendidas com as ações pedagógicas da Escola, e, além disso, constatar como a respectiva instituição concebe a formação do ser humano, e se, para realizá-la, ela tem a preocupação de educar para valores. À luz dessa análise, por fim, elencar-se-ão alguns valores imprescindíveis, a fim de poder tecer uma relação entre escola, sociedade e valores e compreender que a instituição escolar deve educar para valores.
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The present dissertation has as main theme the question of values in relation to the educational process at school. Its main objective is to analyze the task of school on the education for values, compared to the social and cultural changes and their implications in the educational process. To carry out this purpose, the method of approach is the analytical-interpretative, and the dissertation work is divided into three chapters. The first chapter will describe the contemporary society and its major transformations on social and culture scope. Therefore, it will use the contributions of the sociologist Zygmunt Bauman, in order to show the main features present in the social context, so that then we can understand the role of schools entered in this context. After presenting this background, the second chapter, the dissertative work has the objective to highlight the issue of values and, to do this, rely on the theoretical philosopher Max Scheler, presenting his central ideas about this theory of values. From the description of society referenced by Bauman and value theory, formulated by Scheler, the third chapter has the objective to situate and analyze the school’s mission face social and cultural transformations and their educational process, in particular, compared to values. And for understanding the school’s mission in today’s context we will analyze the Political Pedagogical Project of the Jardim América State Elementary School, on the city of Vacaria, in Rio Grande do Sul, because through the analysis of this document it is possible to understand and evaluate the desired targets with the pedagogical actions of the school, and also see how the institution sees the formation of human beings, and if, to do it, the school takes care to educate for values. In light of this analysis, finally, we will list some values that are essential, in order to weave a relationship between school, society and values and understand that schools must educate for values.

The purpose of this study was to provide descriptive information about values education programs in Texas elementary schools for policy makers, curriculum directors, and educators. Insight into this contemporary issue is augmented by exploring (a) commercially or locally developed values programs that are in place in schools, (b) the relationship between student and school district demographics and values education programs, (c) the role that different interest groups have in the introduction of values education programs, and (d) the extent to which values education programs are accepted by different groups.