Thèses : « Educational Beliefs and Values »

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

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

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

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

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

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

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Nicholls, Daniel J. « An interpretive exploration of beliefs and values related to professional practice in educational psychology ». Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117465.

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

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Geizer, Peter Thomas. « Exploring the beliefs, values and mission of educational institutions within Christian Outreach Centre Australia ». Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/8f4bdd2de0b482c87b2fceb96dac9b844b78698382b3ffd6f290b039ac3245fc/5761155/201408_Peter_Geizer.pdf.

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This study considers the organisational culture of four P-12 schools operated by the Christian Outreach Centre (COC), in Australia, by exploring the cultural dimensions of school beliefs, values and mission. The research is significant for informing the aims of values education in Australia and the development of education within a Charismatic and Pentecostal religious tradition...

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Corral, Nadine Esther. « Dealing with complexity and ambiguity : The nature and influence of educational values and beliefs on administrative decision making ». Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186752.

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

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Faaulufalega, Tailetai Pale. « How does Culture Impact on Educational Leadership in Samoa ? » The University of Waikato, 2008. http://hdl.handle.net/10289/2260.

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

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Giles, Jody A. « An exploration of the relationships among epistemological beliefs, educational values, political orientation, demographics, and attitude toward charter school enrollment / ». Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594482221&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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

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Effective collaboration between school staff and parents of children identified as having special educational needs is considered to be an essential component of the child’s successful education. Differences in beliefs and perspectives adopted by the school staff and parents play an important role in the process of collaboration. However, little is known about the precise relationship between the beliefs and the process of collaboration. The purpose of this study was to explore the values and beliefs held by the school staff and parents in the areas of parenting and education. The study also explored the link between these beliefs and the process of collaboration within four parent-teacher dyads from mainstream primary schools. Focus groups and semi-structured interviews based on repertory grid technique were used. The findings highlighted an overall similarity in the participants’ views on collaboration and in their important beliefs about parenting and education. At the same time, differences in perspectives adopted by parents and teachers were also identified. The author discusses how these differences in perspectives are manifested in the process of collaboration from the point of Cultural Capital Theory. The factors such as power differentials, trust between parents and teachers, and limited resources and constraints of educational system are highlighted. Implication for practice for teachers and educational psychologists are discussed.

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Henderson, Gregory D. « Leadership Experiences of Male African-American Secondary Urban Principals : The Impact of Beliefs, Values and Experiences on School Leadership Practices ». Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

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Thesis (Ph.D.)--Cleveland State University, 2008.
Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.

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Choi, Young Mi. « An Investigation of the Cultural Values and Beliefs in English Textbooks in Korea ». PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/1715.

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

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Young, Kathryn, et edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. « AN ONGOING COLONIAL LEGACY : CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA ». Deakin University. School of Education / School of Social & ; Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.

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In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: P a critical review of the imported educational system and related practices and related issues since Independence P narrative report of the experience of two colleagues in western education P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.

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Albert, Jonglai Stephania. « From policy to practice : the effect of teachers' educational beliefs and values on their interpretation of school-based assessment reform in primary schools in Malaysia ». Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19197/.

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This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.

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Rayner, Julie. « Ethos, Values and Commitment : Developments in the Further Education Sector : Developing Psychometric Instruments to Measure Attitudes and Beliefs ». Thesis, University of Leeds, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485263.

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In the past, claims have been made regarding the existence and value of a public service ethos and its associations with new public management, professional values and occupational commitment. The present research adopts a rare approach to investigating these constructs, directed towards finding a method to assess the strength of these values and beliefs held by professionals working in the public sector. This led to the development of scales to measure, specifically, professional values, public service ethos, and new public management ideology and to assess the nature and direction of relationships. Thirty-eight hypotheses were tested and these revealed both empirical evidence to confirm claims made in the literature and some unexpected findings. Two separate studies were designed and conducted to enable such evidence to be gathered; Study 1 (N = 205) is concerned with demonstrating the reliability of these measures through generating, testing and re-testing of items comprising the scales, and involved professionals employed in both the public and private sectors. Study 2 (N =433) focused on learning professionals delivering programmes in further and higher education colleges throughout England. Findings from both studies added to the development and validity of these scales and provide a base-line measure on which to compare in the future. Further, this empirical evidence answers a number of research questions making an original contribution to theory in the fields of Public Sector Management and Organisational Behaviour, and reveal potential areas for future research. In particular, three key findings emerge: i) Public service ethos predicts organisational citizenship behaviour whereas new public management is either unrelated or negatively related to such behaviour. ii) Levels of affective organisational commitment are higher for individuals who identify more strongly with new public management ideology than for any of the other independent variables measured in this research. iii) Perceived organisational support and job satisfaction mediate relationships between new public management ideology and organisational commitment.

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Lynch, Linda L. « Technology value-beliefs and technology skill self-efficacy of preservice teachers : a measurement and structural model / ». free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052237.

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Maharjan, Ramesh. « Climate change and the importance of empowering citizens : Science teachers' beliefs about educational response in Nepal ». Thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90451.

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Educational response to climate change is one of the measures to prepare people to combat climate change. This thesis explores the lived experiences of secondary Science teachers from Kathmandu Valley on the perception of climate change, the way they handled climate change issues in the classroom setting, the problems and challenges they came across in climate change communication in the classrooms and the relevance of existing secondary Science curriculum in relation to climate change. The thesis is built upon the study of secondary Science curriculum, relevant literature on climate change education and the interviews with secondary Science teachers, teaching Science at secondary level in different schools of Kathmandu Valley. The results showed that the teachers were convinced and concerned on the ongoing climate change and stressed on knowledge for climate change actions; they were found to introduce climate change issues contextually and relating to the topics like greenhouse effect, ozone layer depletion they teach; lack of resources, exclusion of climate change in the secondary Science curriculum, their own limited knowledge on climate change, the unpractical theory and marks oriented educational system, and shifting of the responsibilities by the students hindered effective climate change communication in the classroom settings. The findings have been discussed in relation to social learning theory and relevant literature.

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Carpenter, Katrina. « The influence of the values and beliefs of citizenship co-ordinators on the development of citizenship education in secondary schools ». Thesis, University of the West of England, Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486365.

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A unique opportunity to study some of the influences on the development ofthe first new national curriculum subject for a decade was offered when citizenship was identified as a statutory subject in secondary schools in the National Curriculum (DfEE: 1999). The central concern ofthis thesis is subject development and curriculum change with reference to the observed differential development of citizenship in secondary schools in England noted by Ofsted (2006: 1) 'there is not yet a strong consensus about the aims ofcitizenship education or about how to incorporate'it into the curriculum'. The thesis seeks to exPlore the influence ofthe values and beliefs of citizenship co-ordinators on this differential development in particular the selection of subject structure and subject knowledge. Goodson's (1987) work on subject status and Bernstein's (1975) taxonomy of subject classification and framing are discussed with reference to citizenship education. Goodson's (1994) view that subjects evolve academically is explored and official documentation relating to the citizenship discourse is investigated. The thesis discusses policy development through the three contexts suggested by Bowe and Ball with Gold (1992). ,' The context of influence explores the development of social educational policy. Central government's rationale for the inclusion of citizenship in a national curriculum is explored through discussion ofthe Crick Report (QCA: 1998). It states that official citizenship documentation was deliberately made 'light touch' to avoid limiting its possibilities. This offered opportunities for differential development that were extended by the lack of Ofsted inspections of citizenship from 2000-2002, and then their limited focus for a further two years. The context of text production explores the influence ofofficial documentation on policy development. The language of citizenship documentation is explored using Barthes (1966) taxonomy of 'readerly' and 'writerly' texts, and the role of commercial publishers in strengthening the aims of central policy is considered. The role of agencies such as the Schools Curriculum and Assessment Authority (SCAA), the Qualifications and Curriculum Authority (QCA) and Subject Associations are discussed with reference to their influence on subject development. The context of practice explores competing interests and constraints on citizenship policy development within a school. Documentary evidence is combined with evidence ofpractice gained through interviewing six secondary citizenship co-ordinators to link the macro and micro spheres ofpolicy making. The knowledge bases ofTurner-Bisset (2001) are used to analyse the data obtained through these two interviews, extending the influence of the bases beyond teacqer expertise to the behaviours . of co-ordinators. The participants were all working in a unitary Local Authority (LA) in the South West ofEngland. To protect their anonymity they chose a pseudonym for themselves and their school. This introduction to the participants was gained prior to the research. Grace worked in a community school co-ordinating citizenship throughout the school through a tutor based programme offering one session per week to all students. Rosie had the responsibility for citizenship but co-ordination ofthe tutors' work was through the Year Heads, and she did not teach the subject. Laura worked in a school located in an area of social deprivation and was the subject leader for German, and co-ordinated one citizenship day offtimetable for students in years 8, 9, 10 and 11. She co-ordinated the year 7 students' one session per week. Harriet was the Advanced Skills Teacher (AST) for citizenship for the LA and led a small team of citizenship specialists offering modules on citizenship to all students. Harry was the deputy head at a school serving a more rural population and took responsibility for co-ordinating the citizenship offered to years 8, 10 and 11. Years 7 and 9 had no allocated curriculum time for citizenship. Hannah was the youngest co-ordinator of citizenship in a school located in an area of social deprivation. She led a small team of citizenship specialists offering one citizenship session per week to all students. Four out ofthe six participants had introduced citizenship to their schools as they had been at the school for longer than 6 years (citizenship was first introduced in 2000). These four co-ordinators had the role of citizenship added to their existing roles so it had taken several years to become a focus for their work, this varied between participants. The other two co-ordinators took over an existing structure. Hann~ took over an existing tutor delivered subject,tructure and changed it significantly. Harry reduced the time allocation for citizen;hip significantly. I set up the Secondary Citizenship Co-ordinators' Support Group (SCITCOS) in 2001 as a response to requests from co-ordinators for support, as they claimed they did not have the knowledge to develop a robust structure for citizenship. Through attendance at SCITCOS training events the participants developed sufficient knowledge about citizenship subject structure and subject knowledge to discuss their vision of citizenship education with their head teacher and SLT. The co-ordinators received the same SCITCOS training, resources and information but citizenship had developed differently in each oftheir schools. Since September 2006 Harriet had also offered training through her AST role but the influence ofher role was not included in this thesis as the research was conducted prior to this date. The thesis provides a fresh perspective to subject development and contributes to the body of knowledge on curriculum change. It offers insights to those who offer training to co-ordinators and will positively influence the development of citizenship in secondary schools.

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Nelson, Michael Jay. « The Effects of Classroom and Field Experiences with Technology on Preservice Teachers’ Beliefs and Teaching Practices ». The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585946911420285.

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Ho, Cheuk-pun, et 何卓彬. « An exploratory study on teacher beliefs in value education in relationto new senior secondary liberal studies ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48366158.

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This research investigated the teacher beliefs and the important aspects of value education in relation to the New Senior Secondary Liberal Studies (NSS LS) curriculum in Hong Kong. The NSS LS curriculum was first introduced to schools in the academic year 20092010. It emphasises the cultivation of knowledge, skills, and attitudes. Therefore, it is suggested that value education should be an important element in this new core senior secondary curriculum. The focus of this study is to explore the beliefs which are held by the NSS LS teachers in value education and to identify the important aspects of value education in practice accordingly. The findings suggested that value education in relation to NSS LS is a common concern of teachers, and it is expressed as two themes: ‘moral standard’ and ‘critical thinking’. It was found that if ‘moral standard’ is the focal concern for teachers, ‘value instruction’ may become the main teaching strategy and ‘biased selection of experience’ may inform pedagogy. On the contrary, if ‘critical thinking’ is the focal concern for teachers, ‘value clarification’ and ‘providing alternatives for students to experience’ may become the main melodies in their teaching. In addition, ‘programmability’ and ‘role of emotions’ are the important aspects in which NSS LS teachers differ in their views of value education. Based on the analysis and findings of this qualitative study, some implications for future research are discussed. It is hoped that this study may provide some insights for those educationalists who are interested in this area of study.
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Education
Master
Master of Education

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Hughes, Mel. « Is social work education life changing ? : a unitary appreciative inquiry into the impact of social work education on a person's beliefs, values and behaviour ». Thesis, Bournemouth University, 2012. http://eprints.bournemouth.ac.uk/20623/.

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As a Doctorate in Professional Practice, this thesis documents my personal, professional and academic development, within the field of social work education. I reflect on the current context of social work education; underpinning educational theory, research approaches and my educational practice, to find methods which are congruent with my social work values. My learning is informed by the research component of this thesis. This was conducted as a unitary appreciative inquiry which recognises “human wholeness and uniqueness” (Cowling 2004a, p202). The inquiry explores the impact of social work education on five people within the context of their lives. The findings, presented as a unitary appreciative profile (Cowling 2004b), highlight changes to the participants themselves, their relationships with others and the way they view the world. Participants talked of “seeing oppression everywhere”, experiencing changes to their value base, developing different or broader perspectives, being more knowledgeable and recognising the influence of their upbringing, background and culture on the views and beliefs they held. They reflected on learning from a wide range of experiences outside of the classroom and the influence of these on their social work practice and their personal and professional development. As a researcher and a social work educator, the findings opened my eyes to the extent to which qualifying social work education could be life changing. It led me to consider how this impact could be acknowledged more explicitly within social work education and utilised to enhance the experience for students as well as for the outcomes of the profession. This has led to an increased emphasis, in my own practice, on fostering criticality, reflexivity, curiosity and resilience, to enable learners to respond to the ever changing nature of social work practice. These are explored in the practice development component of this thesis and through the development of a new model of pract

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Okpara, Theophilus T. « Religious Beliefs and Counseling Ethical Guidelines : Challenges for Catholic Counselors ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3910.

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The Catholic Church tenets are in dissonance with American Counseling Association (ACA) ethical guidelines regarding same-sex sexual orientation. While homosexuality was removed from the Diagnostic and Statistical Manual II as a disorder, the Catholic Church upholds same-sex sexual acts as grave depravity and disordered. Catholic counselors may face the dilemma of adhering to their religious tenets or their professional guidelines in working with gay men and lesbian women clients. Previous research has indicated that values conflicts between religious beliefs and ACA Ethical Codes on same-sex sexual orientation have resulted in legal issues due to counselors refusing therapeutic relationships or providing substandard therapy to gay men and lesbian women clients. An extensive literature review revealed no studies that exclusively focused on the disconnect between the Catholic Church's tenets and the ACA Ethical Codes. The purpose of this phenomenological study was to explore the experience of values conflicts of Catholic counselors while working with gay men and lesbian women clients. Interpretative phenomenological analysis guided the analysis of data collected from interviews with 9 Catholic counselor participants. Six major themes emerged from the analysis: challenges, comfortable, identification with Catholic faith, personal view of Catholic position, referral, and multicultural training. The study provides insight to counselor educators and supervisors in improving multicultural competence of counselors and students. The study is an important contribution to the existing literature and would enhance social change initiatives through support and acceptance of gay men and lesbian women, which the counseling profession advocates.

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Berrick, Richild. « Use of Evidence-Based Test Development in Pre-Licensure Nursing programs : A Descriptive Study of Faculty Beliefs, Attitudes and Values ». Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/56.

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Background: Effective testing in pre-licensure nursing programs is a challenge in nursing education. Implementing evidence-based test development is essential to successful assessment of students’ competence and preparation for licensure. Purpose: Identifying the beliefs, attitudes and values of nursing faculty will contribute to the use of best practices in student assessments, ultimately contributing to increased retention of competent students and increasing the workforce within the healthcare industry. Theoretical Framework: This study is based on Rokeach’s theory of beliefs, attitudes and values. Methods: A quantitative descriptive research methodology was used in this study using survey data collection. A purposive, non-probability, convenience sample was the sampling strategy. The instrument utilized was developed and validated in a previous study and additional researcher-developed items were added. These additional items were field tested for readability and structure by current nursing educators. Results: The results revealed that nursing faculty are not consistent with utilizing evidence-based test development practices within their nursing programs. The beliefs and attitudes identified from the data indicate a concern with the understanding and confidence towards evidence-based practices. Several challenges were identified in implementing test development practices such as addressing linguistic and cultural biases, faculty time constraints, and utilization of test banks. Conclusions: Identifying faculty beliefs, attitudes, and values of evidence-based test development practices offers insight into the challenges facing nursing faculty, nursing programs and nursing students. These challenges affect and influence the retention and persistence of nursing students in prelicensure programs which ultimately affects diversity in the nursing workforce.

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Kerr-Sheppard, Gillian Lesley. « Teaching Civic Education for Democracy : The Impact of Teachers’ Understandings of Democracy on Delivery of the Palestinian National Authority Civic Education Curriculum ». Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16273.

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Despite the important role it plays in affirming democracy in today’s world, substantial problems are connected to the provision of civic education in schools. These problems largely revolve around curriculum provision and challenges to teacher pedagogy. This study adds to knowledge related to teacher effects on the delivery of education for democracy in school classrooms. The specific aim was to examine the impact of teachers’ understandings of democracy on delivery of the Palestinian Authority Civic Education Curriculum. Using qualitative research design within a constructivist framework, qualitative data collected included analysis of official curriculum materials, interviews with teachers, and classroom observations in ten different schools across the West Bank and in Gaza City. The study found that a localised Palestinian understanding of democracy existed, contributing to congruence of teacher and curriculum ideology and siting the values aspects of the curriculum within teacher ethical comfort zones. This strengthened teacher disposition to deliver the curriculum and was reflected in choices they made from the curriculum subject matter. The curriculum contained an embedded pedagogy designed to support development of the active democratic citizen.When the teachers understood the connection between the embedded pedagogy and active democratic citizenship they used the given pedagogical steps. When teachers did not understand, or chose not to embrace, the embedded pedagogy they defaulted to their own preferred pedagogies. The study found that this diminished the effectiveness of the curriculum to a large extent. In a world in which democracy is facing challenges from other ideologies, these findings have significant implications for curriculum design, and in the areas of choosing and preparing teachers to deliver government generated curricula for education for democratic citizenship.

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Ignell, Caroline. « Exploring changes of conceptions, values and beliefs concerning the environment : A longitudinal study of upper secondary school students in business and economics education ». Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147639.

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This thesis examines students’ understanding of economic aspects of global environmental problems. The first aim is to identify and characterise changes in business and economics students’ conceptions of negative environmental effects and pricing goods and services. The second aim is to identify and characterise changes in students’ values, beliefs and personal norms regarding effective solutions to climate change problems. Three studies were carried out with students in Swedish upper secondary schools. The first study used an open-ended questionnaire and is presented in Article I. The second and third studies drew on a longitudinal study, using both qualitative and quantitative research methods and results are presented in Article II and Article III. Article I shows that students’ awareness of environmental issues varies in relation to the type of good. Some goods are seen as more harmful to nature than others, for example, jeans were not perceived as environmentally negative while beef burgers and travel services were to some extent. This indicates that environmental references are often characterised through perceptible aspects of goods’ production i.e. being more expensive because of environmentally friendly production. Furthermore, some understanding of negative externalities was revealed. Interestingly, when value aspects of how prices should be set students more frequently refer to environmental impact. Article II describes changes in students’ price and environmental conceptions over the course of a year. It identifies the fragmentary nature of students’ every-day thinking in relation to productivity, consumer preference and negative externalities. Differences in conceptions of how prices are linked to negative impact is characterised in terms of basic, partial and complex understandings of productivity as well as basic and partial understandings of consumers’ influences. Partial conceptions are seen as students’ conceptions in a process of change towards a more scientific understanding of price and negative environmental impact. Most interestingly, the results show that more than one aspect of environmental impact and pricing are simultaneously relevant. This is highlighted by a change from views putting productivity at the centre for how prices are set to include consumers’ preferences when judgmentally describing how prices should be set. The results conclude that students show a broader content knowledge regarding pricing and the environment when including normative preferences. Article III explores changes in students’ value orientations, beliefs regarding efficient solutions to climate change and norms for pro-environmental actions. Small changes are observed regarding the three constructs. Value changes are reported in terms of a small average increase in importance of altruistic, biospheric and egoistic orientations while common individual changes are shown in shifts between weak and strong values. Beliefs regarding efficient climate change solutions are taxes and legislations while changes in market prices are perceived as being least effective. The findings show no direct relations between values and norms hence change in norms is associated with values through changes in beliefs.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

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CHEN, SHU-CHUNG. « EASTERN AND WESTERN CULTURAL VALUES : IMPLICATION FOR TRAINING ASIAN COUNSELORS ». University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085605728.

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Taylor, Bridgett Vivian. « How Ngaju Dayak Christian women in three rural communities in central Kalimantan pass on their skills, beliefs and values to the next generation ». Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/67476/.

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This research was carried out in three villages in Central Kalimantan, Indonesia, and looked at the ways in which Ngaju Dayak Christian women passed on their skills, beliefs and values to their children. It was an educational, ethnographic, collective case-study which was both descriptive and interpretive. The main data collecting methods were participant observation and ethnographic interviews, undertaken over a two year period from 2007 to 2008. The motivation for carrying out the study was to try to find more effective ways of delivering Christian Education to rural Christian women, based on their traditional ways of teaching and learning. The research reveals that traditional Ngaju Dayak teaching and learning fits into a situated learning model. I claim that educational practices based upon that model are not necessarily in conflict with a Christian worldview. While this study confirms many of the findings of studies which have been carried out amongst indigenous people in other parts of the world it broke new ground in that it looked for the first time at traditional education methods among the Ngaju Dayak women. It found that the mothers especially, played the dominant role in passing on skills, beliefs and values to their children. Their methods were almost totally informal, frequently modelling or demonstrating in situations where children were present and included. The younger generation learned through observation, participation and imitation and by listening and experimenting. The context for the teaching and learning was the real and meaningful environment of the village, fields and/or family and was almost always connected to ‘real-life’ situations. Skills, beliefs and values were passed on orally. Also much was visually transmitted especially through the use of artefacts used in ceremonies. With the advent of local or personal electricity supplies, skills, beliefs and particularly values were also being transmitted via the mass media. Although there were some gender specific roles and mothers were dominant in passing on the skills, beliefs and values, overall there was minimal gender differentiation among the recipients. The study showed that these Ngaju Dayak women are ‘functionally illiterate’. They are able to read and write but their main ways of learning are oral. Story telling, has always played an important role in the lives of the Ngaju Dayak people. Further, it is evident that they prefer visual, kinesthetic, modes of learning to passive, formal ones. Cultural transmission from parents to children clearly takes place, but with certain modifications. Even though culture was transmitted by the parents and the wider family, motivation and relevance were important reasons for passing on the skills, beliefs and values. In summary, learning and teaching remains strongly influenced by the traditional Dayak worldview.

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Sagdic, Ali. « A Closer Look Into Turkish Elementary Teachers Regarding Education For Sustainable Development ». Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615490/index.pdf.

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The main aims of the current study are five fold (1) to develop a valid scale for measuring beliefs about education for sustainable development, (2) to adapt the values on sustainable development scale to the context of Turkey, (3) to explore elementary teachers&rsquo
familiarity with and understanding of sustainable development, (4) to determine the elementary teachers&rsquo
values on sustainable development, (5) to investigate their beliefs about education for sustainable development. In addition, the barriers elementary teachers have perceived regarding education for sustainable development, teaching strategies they have used in education for sustainable development and the possible relationship between barriers they have perceived and their beliefs about education for sustainable development was examined. The data of this study obtained from 211 elementary teachers who enrolled in the Green Pack and the Eco-Schools projects via direct administration and web-survey data collection methods in May to September 2012. The results revealed that Turkish elementary teachers lack of sufficient understandings of sustainable development. On the other hand, elementary teachers have favorable beliefs about education for sustainable development and favorable values on sustainable development. In addition, lack of the knowledge about sustainable development and lack of the knowledge about teaching sustainable development were relatively common barriers for these elementary teachers. Lastly, negative correlation between elementary teachers&rsquo
beliefs about education for sustainable development and barriers they have perceived was found.

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Lai-Bovenkerk, Yuan. « An investigation of the experiences and perspectives of immigrant Chinese Canadian mothers of sons with disabilities : parent involvement, coping, and related beliefs and values ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56572.pdf.

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STEFANELLO, LAURA. « Dire è fare. Una ricerca sulle interazioni verbali tra insegnanti e bambini nella Scuola dell'Infanzia ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/50224.

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This thesis addresses the issue of language and discourse in educational contexts for children from an empirical research perspective. The goal is to analyze the discursive dimension that characterizes the daily lives of children in the preschool context, explored based on what teachers think and do with language. From a theoretical point of view, the research falls in the field of childhood pedagogy (Mantovani, 2003, 2007) and develops pedagogical reflections on the links between language and educational processes (Vygotsky 1934, Bruner,1996) and research conducted on the verbal interactions in learning and development contexts (Lumbelli,1987; Pontecorvo et al., 1991; Pontecorvo, 2005; Molinari, 2010). From a methodological point of view, the study is an idiographic-qualitative survey interweaving the dimension of discourses on language explored starting from the ideas of adults, with what is observed in the context of discursive practices (Duranti, 1992; Fasulo, Pontecorvo, 1999; Ochs, 2006). The study is based on two preliminary pedagogical considerations. On the one hand, there are systematic studies which from epistemological perspectives (interactionism, socio-constructivism) and different disciplines (anthropology, sociology, ethnomethodology, pedagogy) have highlighted how, in daily verbal interaction with adults, children not only learn to speak, but acquire and use reasoning and thinking skills, learn new skills, co-construct meanings and their experience of the world, their roles as speakers, their conversational rights and duties and interaction and context rules, which are simultaneously produced and learned by the participants (Mead, 1934, Vygotsky, 1934 Leont'ev, 1978, Wertsch, 1985, 2008, Rogoff, 1990 Bruner, 1996 Cole, 1995). Speaking with peers and adults, children learn how to interpret and make sense of the world and how to think, the status of the knowledge produced and the processes that build it. On the other hand the study is based on the awareness of how these processes depend verbal interaction forms and content that trigger development processes and culturally situated learning (Rogoff, 1990, 2003). Research on dialogical educational practices between teachers and children, mostly conducted in the school context and only marginally in pre-schools (es. Lumbelli, 1987; Pontecorvo et al., 1991; Fasulo, Pontecorvo, 1999; Pontecorvo, 2005; Molinari, 2010), reveal that in this process, both content and how verbal interaction is produced, structured and articulated form the basis and the expression of all learning. These modes depend largely on the adult-teacher, who is in an asymmetrical position and is therefore always " structuring " (Foucault, 1970, Orletti, 2000). From this point of view, the interactive, strategic and semantic levels on which the teacher structures daily classroom discourse can perpetuate and amplify the constitutive asymmetry of the teacher-child relationship, or (conversely) it supports the use of discursive modes that facilitate children’s growth and development processes by assigning an active roles, participating in dialogues that amplify the possibility for knowledge, development and learning at an early age. The qualitative, exploratory research presented in this thesis investigated these processes from a pedagogical perspective based on the analysis of verbal interactions between teachers and children in two kindergartens in Milan. Specifically, classroom speech was observed, analyzed and discussed. These "typical" discursive situations for children in kindergarten were used as a possible unit of analysis for the study of language and verbal interaction processes in a situated, participatory research setting. The data obtained shows some "cultural constants" that characterize the communication style of teachers in preschool, which is both the result and the mirror of a pedagogical tradition in early childhood services strongly oriented towards the dimension of well-being and relationships. On the other hand, it focuses on the need to broaden knowledge on this subject by studying descriptive verbal interactions in order to respond in a formative way to the cultural, cross-cultural and multilingual challenges that characterize educational contexts in contemporary societies.

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O'Connor, Phillip John. « Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England : a life history approach ». Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17416/.

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Christian teachers of Personal social health education (PSHE) can be conflicted when confronted with sensitive and controversial issues in their professional practice. Concerns include unprofessional conduct, exercising undue influence of their personal values and beliefs on students and being untrue to their faith. These can lead to uncertainty in negotiating areas of conscience and controversy. This life history study situated within the south east of England was used to illuminate the complexities which abound when operating within a wider milieu of perceived marginalisation of the Christian faith through advancing secularisation and liberalism. These tensions are reflected in the curriculum, policy frameworks and legal documents and have implications for teachers’ personal values, Christian faith and professional practice. Semi-structured questionnaires were administered to 13 PSHE teachers and analysed for emergent themes, borrowing language from thematic, ethical and theological analysis. The research illuminates insights into a wider context of faith in professional life. It demonstrates the way teachers are in transition in these conflicts, yet understanding faith as a holistic quality. Findings show that the approaches that teachers adopt to the interpretation and application of faith in personal life influence how faith is integrated professionally. The conflicts confronted, reflect responses of resilience, compliance and rebellion, while some teachers remain unchanged in their positions. Analysis of the data suggested that discreetly integrating faith in practice is a coping strategy some teachers employ. My study suggests that silence can be a price to pay for faith, balancing courageous restraint with conflicting compromises and professional hypocrisy. The research captures teachers in transition located in professional practice obligations, ethical and theological positions as they negotiate and navigate the place of their Christian faith and personal values with students’ rights, freedoms and autonomy.

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Lee, Angela Po Ki. « Inside present-day Hong Kong parents' minds : what values, beliefs, attitudes, and expectations do they hold regarding young children's development and education ? A case for Reggio Emilia in Hong Kong ». Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23358.

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The compatibility between present-day Hong Kong parents’ thinking and the values of Reggio Emilia— an Italian approach to preschool education— was explored in this study. Surveys were administered to 74 parents whose child attended a preschool program at the time of study and follow-up interviews were conducted with nine parents. Eight topics were covered, including: (a) image of the child and learner, (b) expectations of child’s education and development, (c) ideal child characteristics, (d) appreciation for art and beauty in education, (e) conception of the role of early childhood education, (f) attitude toward parent participation in schools, (g) parents’ current experience and views on learning outcomes, and (h) parents’ reaction toward a Reggio project. Participants’ level of education attainment, household income, and prior overseas experiences were also examined in relation to the results. Overall, parents’ images of children and learners were mostly congruent with the Reggio images, and conceptions of Hong Kong parents’ fixation on homework and achievement were not supported by the data. Parents believed that being engaged in the subject and having opportunities to ask questions were essential to effective learning. The importance of pre-academic skills paled in comparison with language skills, social skills with peers, and other qualities such as self-confidence, curiosity, and ability to express oneself. The value of art in fostering creativity and stimulating children’s thinking was appreciated. Interviewed parents were greatly impressed by the Reggio project, calling it an “ideal way of learning”. They believed the activity was not only fun but made learning more memorable because children could experience things first-hand and make meaning by themselves. Regarding transition to primary school, parents expressed their feelings of helplessness; they did not want to pressure their child, and yet they felt they had no choice if their child were to study in a local primary school. Parents’ moderate level of satisfaction with children’s current learning outcomes also deserves attention. The results suggest that Hong Kong parents straddle Eastern and Western values, and they would welcome Reggio practices if appropriate adaptations are in place. Implications of the results are discussed and future directions are proposed.

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Chiang, Pei-Shan. « Home literacy education of Taiwanese Australian families : a sociological analysis ». Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43678/1/Pei-Shan_Chiang_Thesis.pdf.

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This research investigates home literacy education practices of Taiwanese families in Australia. As Taiwanese immigrants represent the largest ¡°Chinese Australian¡± subgroup to have settled in the state of Queensland, teachers in this state often face the challenges of cultural differences between Australian schools and Taiwanese homes. Extensive work by previous researchers suggests that understanding the cultural and linguistic differences that influence how an immigrant child views and interacts with his/her environment is a possible way to minimise the challenges. Cultural practices start from infancy and at home. Therefore, this study is focused on young children who are around the age of four to five. It is a study that examines the form of literacy education that is enacted and valued by Taiwanese parents in Australia. Specifically, this study analyses ¡°what literacy knowledge and skill is taught at home?¡±, ¡°how is it taught?¡± and ¡°why is it taught?¡± The study is framed in Pierre Bourdieu.s theory of social practice that defines literacy from a sociological perspective. The aim is to understand the practices through which literacy is taught in the Taiwanese homes. Practices of literacy education are culturally embedded. Accordingly, the study shows the culturally specialised ways of learning and knowing that are enacted in the study homes. The study entailed four case studies that draw on: observations and recording of the interactions between the study parent and child in their literacy events; interviews and dialogues with the parents involved; and a collection of photographs of the children.s linguistic resources and artefacts. The methodological arguments and design addressed the complexity of home literacy education where Taiwanese parents raise children in their own cultural ways while adapting to a new country in an immigrant context. In other words, the methodology not only involves cultural practices, but also involves change and continuity in home literacy practices. Bernstein.s theory of pedagogic discourse was used to undertake a detailed analysis of parents. selection and organisation of content for home literacy education, and the evaluative criteria they established for the selected literacy knowledge and skill. This analysis showed how parents selected and controlled the interactions in their child.s literacy learning. Bernstein.s theory of pedagogic discourse was used also to analyse change and continuity in home literacy practice, specifically, the concepts of ¡°classification¡± and ¡°framing¡±. The design of this study aimed to gain an understanding of parents. literacy teaching in an immigrant context. The study found that parents tended to value and enact traditional practices, yet most of the parents were also searching for innovative ideas for their adult-structured learning. Home literacy education of Taiwanese families in this study was found to be complex, multi-faceted and influenced in an ongoing way by external factors. Implications for educators and recommendations for future study are provided. The findings of this study offer early childhood teachers in Australia understandings that will help them build knowledge about home literacy education of Taiwanese Australian families.

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Clark, Leslie Elizabeth. « Native American Students' Experiences of Cultural Differences in College : Influence and Impact ». BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3809.

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The culture of most colleges and universities is very different for Native American students with close ties to their traditional communities. "Traditional," in a Native American sense, means multiple interconnections of emotional, physical, intellectual, and spiritual identity that combine to define expectations for the Native American way. This traditional cultural perspective is often in conflict with college cultures where typically only the academic or social aspects of identity are addressed. Research on college students of several ethnicities has found that the experience of post-secondary education can change individuals' attitudes, values, and behaviors. However, none of these studies focused on the experience of Native American students. This study attempted to determine how students' with a traditional Native American upbringing feel that their attitudes, values, and behaviors have been changed by exposure to the Western culture of a college environment, and further, whether this potential change was a factor in their academic persistence. In order to begin to explore Native American students' experiences of recognizing and negotiating differences of culture, attitudes, and values, this study analyzed unstructured qualitative interviews of 15 Native American college students. Themes resulting from the analysis of texts that describe the students' experiences included class differences,feeling academically unprepared, lifestyle differences, desire to disprove negative stereotypes,importance of finding supportive others, experiences of greater diversity, experiences of cultural tension, changes in viewpoint, increased independence, and an increased desire to give back to their native communities.

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Nery, Márcia Oliveira. « Comprometimento, valores e crenças em escolas na Bahia : um estudo de caso da cultura da organização escolar ». reponame:Repositório Institucional da UFBA, 2005. http://www.repositorio.ufba.br/ri/handle/ri/11900.

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Esta pesquisa se propôs a analisar a cultura da organização escolar, através de um estudo de caso comparativo realizado em duas escolas, uma pública e outra particular. O estudo buscou identificar a partir dos indicadores de clima organizacional, a percepção dos professores acerca dos fatores relacionados à cultura escolar, agrupados em duas categorias: zona de visibilidade e zona de invisibilidade. A primeira categoria é composta pelos fatores denominados de comprometimento com o trabalho docente, comprometimento com a aprendizagem dos alunos, comprometimento com a própria formação / qualificação profissional docente - elementos conceituais que têm de ser escritos, pois devem expressar as representações e a linguagem utilizada em documentos escolares. A segunda categoria, zona de Invisibilidade, é composta pelos elementos invisíveis (linguagem não-verbal, cerimônias, ritos, modismos, comportamentos sociais manifestos) que são os valores e as crenças representativas das práticas cotidianas da escola. Assim, investigou-se, como a escola estabelece sua configuração social e se consolida como uma organização viva e dinâmica, cuja disposição interna e cujo funcionamento, resultam do jogo de forças entre as influências externas e as inter-relações dos seus diferentes atores, mesmo estando submetida às normas e ao controle externo dos sistemas escolares. A busca da compreensão da cultura escolar levou à análise de seus símbolos, artefatos, crenças e valores. Os resultados obtidos na pesquisa, permitiram constatar que os professores das escolas pública e particular compartilham das mesmas crenças e se diferenciam quanto aos valores e aos fatores relacionados ao comprometimento, principalmente nas questões relativas à aprendizagem dos alunos mais pobres. Outro dado que se deve considerar como relevante, diz respeito à importância do investimento na própria formação continuada por parte dos professores, tendo em vista que mesmo quando as iniciativas de promoção de cursos e eventos de natureza pedagógica são da escola, os professores da escola pública apresentarem índices de participação inferiores aos dos professores da escola particular. Os estudos sobre cultura, satisfação com o trabalho e de outras dimensões do campo do comportamento da organização escolar no Brasil são escassos. Este estudo pretende contribuir para a ampliação dos conhecimentos no campo da administração da educação, para compreender como as características culturais de práticas pedagógicas ora conservadoras ora inovadoras, se fazem igualmente presentes em escolas que atendem a realidades distintas, organizadas e administradas, de forma diferenciada, interpondo-se e sobrepondo-se a diversos elementos culturais que lhes são contrários, ainda assim eles ganham força e 6 identidade próprias, determinando de maneira singular suas práticas pedagógicas cotidianas e sua cultura escolar.
Salvador

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Mann, Shelley Donna. « Beliefs to practice in postsecondary science education, the value of research/the research value ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ37730.pdf.

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Barr, Mark James. « Delivering physical education : the expectations and experiences of newly qualified teachers ». Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343066.

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Rhodes, B. D. (Bernard David). « Value and belief systems in outcomes based education in a diverse school environment ». Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53710.

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Thesis (PhD)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a new approach to education. The existing system of a multitude of subjects was replaced by a curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values which replaced a content based approach with a process-based approach. Educators thereby became facilitators in the educational process. With the barriers of segregation removed in the South African society the diversity of the population created multi-cultural classrooms. Schools became the meeting place of many cultures and belief systems. Educators who facilitated learning in schools were not always prepared for the task of managing a multi-cultural and multi-religious school environment. This change within the school system required that educators make a paradigm shift regarding their role as educators. The introduction of Curriculum 2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002) was not without problems in South Africa. Many educators resisted change and had negative perceptions about the implementation of Outcomes Based Education in schools. These perceptions stemmed from inadequate training of educators for the implementation phase of the curriculum. The lack of skills to facilitate the content of the curriculum was also visible in the educators' inability to identify values in the curriculum. The multi-cultural and multi-religious classroom confronted educators with values from the different value and belief systems of learners. It is, therefore, important that educators should be able to identify values in order to attain the outcomes of the curriculum. Previous research indicated that educators did not play an active role in the teaching of values in schools. Neither were the educators participating in this research able to either identify or promote the values identified in the curriculum. The aim of this research was to develop an instrument to assist educators in identifying values from different belief systems in C2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002). Guidelines were developed for the facilitation of the identified values within the OBE curriculum. An empirical research was undertaken regarding the management of values in schools in the Western Cape during June 1999. Possible methods and approaches to values in education in general were identified and the suggested instrument and guidelines to assist educators with the identification of values was developed. The relevance of this study is to assist in-service and pre-service educators In identifying and facilitating different belief and value systems in an OBE education system.
AFRIKAANSE OPSOMMING: Die implementering van Uitkomsgebaseerde Onderwys (UGO) in die Suid-Afrikaanse skoolstelsel het 'n nuwe benadering tot onderwys gebring. Die veelvoudige vakkeuses van die vorige kurrikulum is vervang deur een met agt leerareas. 'n Nuwe kurrikulum wat gefokus is op gesindhede, vaardighede en waardes het op sy beurt die inhoudgebaseerde kurrikulum met 'n prosesbenadering vervang. Opvoeders het nou fasiliteerders van die leerproses geword. Die verwydering van skeidslyne in die Suid Afrikaanse samelewing het tot gevolg gehad dat die diversiteit van die S.A. bevolking tot multikulturele klaskamers gelei het. Skole het die ontmoetingsplek van vele kulture en waardestelsels geword. Die opvoeders wat die leerproses in skole moet fasiliteer, is nie altyd voorbereid op die multikulturele en multireligieuse skoolomgewing nie. Die verandering in die skoolwese vereis dat opvoeders 'n paradigmaskuif betreffende hulle rol as opvoeders moet maak. Die implementering van Kurrikulum 2005(Curriculum 2005,1997; Hersiene Nasionale Kurrikulum (Revised National Curriculum, 2001); Nasionale Kurrikulum Stelling (National Curriculum Statement, 2002) was geensins sonder probleme nie. Heelwat opvoeders het weerstand gebied en baie negatiewe persepsies is behou in verband met die implementering van Uitkomsgebaseerde Onderwys in skole. Die persepsies van opvoeders ten opsigte van die implementeringsfase van die kurrikulum word gemotiveer as gevolg van die onvoldoende opleiding in die voorbereidingsproses .. Die gebrek aan vaardighede om die inhoud van die kurrikulum te fasiliteer, is sigbaar in die opvoeders se onvermoë om waardes in die kurrikulum te identifiseer. Die multikulturele en multireligieuse klaskamer het opvoeders konfronteer met die leerders se waardes vanuit hul verskillende waarde- en oriënteringsomgewings. (belief systems). Dit word belangrik geag dat opvoeders hierdie waardes kan identifiseer sodat die uitkomste van die kurrikulum behaal kan word. Vorige navorsing het aangedui dat opvoeders nie 'n aktiewe rol in die fasilitering van waardes in die skool speel nie. Die opvoeders wat deel was van hierdie navorsing, kon ook nie waardes in die kurrikulum identifiseer of bevorder nie. Die doel van hierdie navorsing was om 'n instrument te ontwerp om opvoeders te help met die identifisering van waardes van die verskillende oriënteringsomgewings (belief systems) in C200S (1997); RNC (2001); NCS(2002) Riglyne is ontwerp vir fasilitering van die geïdentifiseerde waardes in die UGO kurrikulum. Empiriese ondersoek is onderneem met die doelom die hantering van waardes in Wes-Kaapse skole na te vors. Moontlike metodes en benaderings tot waardes in onderwys in die algemeen is geïdentifiseer en 'n instrument om opvoeders te help met die identifisering van waardes, is ontwikkel. Riglyne word voorgestelom opvoeders te help in hulle benadering tot waardes in die kurrikulum. Die waarde van die studie lê daarin om sowel voor- as indiensopvoeders te help met die identifisering en fasilitering van waardes vanuit die verskillende waarde en oriënteringsomgewings in 'n Uitkomsgebaseerde Onderwysstelsel.

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Samuelowicz, Katherine. « Academics' Educational Beliefs and Teaching Practices ». Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365985.

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The research presented in this thesis focuses on two questions—how academics conceptualise teaching and learning and whether their educational beliefs and teaching and assessment practices are ‘thematically related’. The interest in finding answers to these questions lies in their implications for improving teaching and ultimately students’ learning. Although academic staff development as such was not the main focus of the present research, understanding how academics think about teaching, how they teach and what they value as learning outcomes is a prerequisite for effective staff development. Several literatures were relevant to the present research: phenomenographic analysis of conceptions of teaching (eg. Prosser, Trigwell & Taylor 1994); research focused on academics’ educational beliefs (eg. Fox 1983; Gow & Kember 1993); and research exploring the relationship between beliefs and practices of academics (Quinlan 1997; Bain 1998) and of school teachers (eg. Thompson 1984; Wilson & Wineburg 1988). The relevance of the ‘conceptions’ research lies in a shared research focus on how academics perceive teaching and learning. The relevance of the ‘beliefs’ research in the school sector lies in the methods used and the beliefs described thus far. The present research was conceived within the ‘beliefs’ framework and borrowed the research approach from it. The dimensions revealed by both streams of research were used in devising the interview schedules. Thirteen academics participated in Study 1 and 37 in Study 2, with 20 of the latter also participating in Study 3. Data were obtained through semi-structured interviews which, in Studies 1 and 2, ranged widely over such issues as teaching, learning, understanding, knowledge, knowing, and curriculum design. In Study 3 the questions were closely focused on participants’ assessment tasks and desired learning outcomes. Participants were encouraged to exemplify their perspectives by reference to their teaching practices because the aim was to elicit beliefs grounded in practice rather than espoused beliefs (Argyris & Schön 1974). The method of analysis proceeded from global categorisation of the participants’ orientations to teaching and learning to detailed analysis of the similarities and differences between orientations. The initial categorisation process was based on the constant comparison method (Glaser & Strauss 1967) and proceeded on the working hypothesis that beliefs and practices were ‘internally related’ (Marton & Svensson 1979) in thematically coherent ways. Once the orientation categories were stabilised they were analysed for the qualitative dimensions on which their underlying similarities and differences could be arranged. The resulting framework is a matrix comprising orientations (rows) and qualitative dimensions (columns). This framework enables academics’ ‘typical’ and relatively stable ways of thinking about, and understanding, teaching (Studies 1 and 2) and assessment (Study 3) to be described and compared. The results (Study 2) confirm previous findings that academics conceptualise teaching in qualitatively different ways. Seven orientations to teaching, ranging from imparting knowledge to encouraging knowledge creation, were identified. Broadly, academics think about teaching in two major ways—they either orchestrate situations in which students are encouraged to learn (learning-centred orientations) or they transmit knowledge/information to students (teaching-centred orientations). Within each of these major groupings several distinct orientations to teaching were identified. These seven orientations to teaching are described in terms of nine dimensions that reflect academics’ beliefs about: learning, desired learning outcomes, students’ understandings, the nature of and responsibility for transforming/organising knowledge and the nature of teacher-student interaction. Dimensions (and the coding system developed) also provide a mechanism for ordering the categories from simple (less well developed) to complex. Findings (Study 3) show that assessment practices are not belief-free. What is assessed depends on how knowledge, learning and the role of teachers and students in the getting of knowledge are conceptualised. The six orientations range from assessing students’ ability to recall information presented to them in lectures and study materials, to assessing students’ ability to integrate, transform and use knowledge purposefully. The six orientations can be simplified (in an analogous way to orientations to teaching and learning) into two major orientations expressing the two contrasting beliefs just implied: assessing knowledge as presented by teachers and texts versus assessing knowledge (re)formulated by students and used to understand and interpret the world. The orientations just referred to are composites of beliefs and practice (or beliefs grounded in practice), because the relationship between these domains was emphasised in the method of questioning and in the method of analysis. The force of this claim is demonstrated through narrative descriptions of the perspectives of academics selected to illustrate major orientations to teaching and learning. These narratives provide a strong sense of thematic coherence: academics’ beliefs are closely aligned with their practices; there is a compelling sense in which one constrains the other. For example, academics who set tasks requiring students to transform knowledge or to use knowledge to interpret the world believe that students have to ‘do the learning’ and that their role as teachers is to facilitate the learning process. Conversely, academics who test students’ ability to recall information or emulate a decision process believe that reproduction of knowledge and skill are worthwhile learning outcomes and that their task is to provide the knowledge and skill in an accessible form. Finally, investigation of the congruence between orientations to teaching and assessment practice showed a strong relationship between beliefs and practice. The assessment practices of all but three academics (17 out of 20) were congruent with their orientations to teaching and learning. The research presented in this thesis makes a considerable contribution to the literature. First, it extends understanding of the ways in which academics conceptualise teaching by describing their typical and stable ways of thinking about teaching indicative of a disposition to teach in a particular way. In contrast, ‘conceptions’-based research, prevalent in higher education and mostly conducted using phenomenographic methods, identifies possible ways in which teaching and learning can be conceptualised (eg. Dall’Alba 1991; Prosser, Trigwell & Taylor 1994), The two features—typicality and disposition to act in a particular way—increase the usefulness of the findings of the present research for staff development activities. Second, the present research confirms previous findings of Samuelowicz and Bain (1992) that academics conceptualise teaching in two broadly distinct ways (teaching-centred versus learning-centred) and provides no empirical support for Kember’s (1997a) ‘transitional’ category which he conjectured may provide a bridge between the two major sets of orientations. Third, the present research adds to a rather modest literature on how assessment is conceptualised and practised. And perhaps most importantly it advances understanding of the relationship between beliefs and practice by detailed mapping of the patterns of this relationship, providing a firmer foundation for conceptualisation of activities aimed at improving teaching and ultimately learning. And finally, the present research provides the first empirical support for studies (eg. Quinlan 1997; Bain 1998) which have reported congruence between beliefs and self-reported teaching practices in higher education. Further research is needed in several areas. Given the claims (eg. Quinlan 1997) that teaching is framed by beliefs about the nature of academic disciplines, further research is needed into how discipline knowledge is conceptualised and how such knowledge is translated into courses. Efforts to improve teaching are predicated on the assumed link between teaching and learning, but this relationship has to be further investigated since only three articles (Gow & Kember 1993 and Kember & Gow 1994; Sheppard & Gilbert 1991) have been published in this area. The strong alignment of beliefs and practices documented in the research presented in this thesis has implications for how staff development activities are formulated. It suggests that efforts should be directed more at changing beliefs than on altering teaching approaches. Because relatively little is known about effective ways to change educational beliefs further research in this area is needed.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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Deering, John Graham. « Attitudes, values, beliefs and practices in probation : continuity or change ? » Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/55801/.

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In recent decades theories of late modernity place the criminal justice system in a time of change and perceive amongst the general population growing levels of insecurity and intolerance of crime and offenders. Along with government policy and practice, these developments are seen as contributing to an increasingly punitive system that imprisons more than ever before and seeks to punish and manage offenders in the community, rather than to attempt their rehabilitation. For these reasons, along with a loss of faith in rehabilitation, the probation service is described by many as becoming a law enforcement agency, charged by government with the assessment and management of risk, the protection of the public and the management and punishment of offenders, rather than their transformation into pro-social citizens. This study seeks to discover the extent to which a sample of practitioners within the National Probation Service for England and Wales and the National Offender Management Service ascribe to the values, attitudes and beliefs associated with these macro and mezzo level changes and how much their practice has changed accordingly. It examines offender assessment, case management and supervision and the enforcement of community sentences and post-custody licences, concluding that whilst this group of practitioners do not reject these new approaches outright, they interpret them in ways that may be seen to differ somewhat from those of government, mainly around the aims and purposes of probation practice, the enforcement of orders and especially the invasive influence of managerialism. Based on these data, it would appear that successive governments have not succeeded in completely transforming the culture of the service, nor in recruiting and training a 'new breed' of technicians concerned only to manage and punish offenders and protect the public. As a result, 'real practice' may not be developing in quite the way intended by government and may have more links to 'traditional' modes of practice than has sometimes been assumed.

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Li, Lin. « Values and beliefs : Chinese seafarers in an age of transition ». Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/54527/.

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China has been in a period of dramatic economic and political change for thirty years. Because human values reflect society people grew up and live, the change should have impacted on the values of the Chinese. Exploring Chinese seafarers' values and particularly focusing on a specific value, religion perceived and practiced by them, this investigation helps us shed some light on the changes China has been through as well as the trajectory of Chinese society and culture. In particular the study provides information on the relationship between economic growth and wellbeing. A qualitative research approach was applied and Chinese seafarers were asked to attend semi-structured interviews. The findings reveal significant differences between the implication of western writers and the values Chinese seafarers showed. Unlike the prediction for western societies, the factors of affluence at both individual and societal levels in China were not enough for Chinese seafarers to show the straightforward correspondence. The religious values Chinese seafarers revealed were far more complex than the way Christianity is perceived and practiced. The cause of such differences was the path China has taken to reach its affluence. This route made these Chinese seafarers studied feel insecure despite an affluent society and has arguably delayed the prediction.

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Considine, P. « Corporate social responsibility : the intersection of facts, beliefs and values ». Thesis, University of Lincoln, 2015. http://irep.ntu.ac.uk/27127/.

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This research explores the social phenomenon of Corporate Social Responsibility (CSR). Recent high profile scandals have raised the profile of Corporate Social Responsibility and as a result organisations now spend significant time and resources attempting to manage it. The importance of CSR is well evidenced in this research however what CSR actually is and what constitutes successful CSR is a much more difficult question for employees to answer. Even the term CSR is problematic and lacks agreed definition. This thesis shows that this leads to uncertainty and it examines the ways that organisational members interpret the subject, so that it means something to employees and stakeholders, and it further demonstrates the factors underpinning a successful programme. Clear gaps exist in the perceptions of senior management, line managers and front line employees as to what CSR means or what its benefits might be, indeed some question if the subject is an area that organisations should be involved in at all. The only thing that there seems any agreement over is that Corporate Social Irresponsibility is probably bad for the organisation, bad for society and bad for the stakeholders. This thesis contributes to the sociology of knowledge in a number of interrelated ways, and it is the nexus of these interrelationships that develops the distinctive contribution. The thesis examines the way that a number of organisations operationalize the construct of CSR to create shared value for the communities that they serve. It analyses the evolution of the definitions in use by the organisations and how employees create a shared understanding of the value that is added by CSR. Importantly the research provides a framework for understanding the impact the CSR can have within an organisation and provides a management tool to categorize CSR activities and then allows managers to identify ways of using CSR in a more strategic way. The thesis employs a case study approach to three organisations that are constituted in different ways and are of different sizes. These organisations have been chosen as they reflect the differing structures that represent the full range of incorporated businesses with the exception of the niche area of incorporated partnerships. All three believe that values are an important element of their business model and organisational culture. It considers the impact of structure and constitution, and investigates the different approaches of a large local Cooperative, a specialist hybrid Co-operative and the standard investor owned firm (IOF) model of CSR. It draws conclusions as to similarities and differences between the models and identifies core drivers of success in CSR for the organisations, as interpreted by employees. The approach follows the method outlined in Hingley (2010) and Stake (1995) and can be seen as typical cases of this type (Yin 2003). The use of multiple cases give a richness of detail by allowing input from the widest cross section of staff by interviewing over 150 staff of varying positions and from the widest possible ranges of business units and regions until saturation of categories was reached. The cases are built using Grounded Theory (GT) – a method that gives a significantly more validity to the process than a simple case approach and mitigates many of the weaknesses identified in the Case Study method. For example the topic of sense making is an important element of the thesis as is the process of symbolic interactionism. These require a depth of analysis and rigour in their investigation that GT gives but that case study is unlikely to uncover Unlike much research in this field that examines the reputational benefit of CSR the thesis examines the definition of CSR viewed from an organisational perspective. It adds to the body of knowledge regarding ways that employees make sense of the construct and their perceptions of benefits of CSR. It examines the impact of structure and constitution of organisations and contributes to our understanding of how this impacts on the behaviours and culture of organisations – a central tenet of CSR. The importance of alignment between espoused and enacted values is demonstrated as is the role of leadership in creating the conditions for a culture that ensures values are the key driver of CSR. The research examines the factors perceived by staff to impact the credibility of CSR and makes a methodological contribution by using Grounded Theory to build case studies by applying the rigorous coding processes to the development of the frameworks that the cases are based on. Finally the research makes a significant practitioner contribution by introducing the CSR matrix – the tool by which managers can categorise their activities and identify the organisational capabilities that can be leveraged to create shared value.

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Slaughter, Rodney A. « Tradition and Progress| California Fire Technology Directors Beliefs and Values ». Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263725.

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This study explores the basic assumptions, beliefs, and occupational values of California Fire Technology Directors as they influence and socialize the next generation of firefighters entering the fire service. Definitions of industry culture, occupational culture, and organizational culture were applied to the fire service as well as the influence that heritage, traditions, values, meaning, and context play in the socialization process. Research methodology included emic and etic data collection techniques that documented the opinions and observations of the study group. Data from the Organizational Culture Assessment Instrument (OCAI) along with descriptive data collected during an ethnographic interview provides a window to the world of firefighting. Findings show that the beliefs and core-values of the Fire Technology Directors are influencing the next generation of emergency responders. Their ideas and beliefs opens the conversation on how to best adapt the industry to accommodate the incoming generation who own a different set of values, experiences, and beliefs.

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Rouault, Marion. « Integration of beliefs and affective values in human decision-making ». Thesis, Paris, Ecole normale supérieure, 2015. http://www.theses.fr/2015ENSU0052/document.

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Le contrôle exécutif de l'action fait référence a la capacité de l'homme a contrôler et adapter son comportement de manière flexible, en lien avec ses états mentaux internes. Il repose sur l’évaluation des conséquences des actions pour ajuster les choix futurs. Les actions peuvent être renforcées ou dévalues en fonction de la valeur affective des conséquences, impliquant notamment les ganglions de la base et le cortex préfrontal médian. En outre, les conséquences des actions portent une information, qui permet d'ajuster le comportement en relation avec des croyances internes, impliquant le cortex préfrontal. Ainsi, les conséquences des actions portent deux types de signaux : (1) Une valeur affective, qui représente l’évaluation de la conséquence de l'action selon les préférences subjectives, issue de l'apprentissage par renforcement ; (2) Une valeur de croyance, mesurant comment les actions correspondent aux contingences externes, en lien avec l’inférence bayésienne. Cependant, la contribution de ces deux signaux a la prise de décision reste méconnue. Dans cette these, nous avons étudie la pertinence de cette dissociation aux niveaux comportemental et cérébral. Nous présentons plusieurs expériences comportementales permettant de dissocier ces deux signaux de valeur, sous la forme de taches d'apprentissage probabiliste avec des structures de récompense stochastiques et changeantes. Nous avons construit un modelé établissant les fondations fonctionnelles et computationnelles de la dissociation. Il combine deux systèmes en parallèle : un système d'apprentissage par renforcement modulant les valeurs affectives, et un système d’inférence bayésienne modulant les croyances. Le modèle explique mieux le comportement que de nombreux modèles alternatifs. Nous avons ensuite étudie, en IRM fonctionnelle, si les représentations dépendantes et indépendantes du choix des croyances et des valeurs affectives avaient des bases neurales distinctes. L’activité du cortex préfrontal ventromédian (VMPFC) et du cortex mid-cingulaire (MCC) corrélé avec les deux variables dépendantes du choix. Cependant, une double-dissociation a été identifiée concernant les représentations indépendantes du choix, le VMPFC étant spécifique des croyances alors que le MCC est spécifique des valeurs affectives. En outre, l’activité du cortex préfrontal latéral augmente lorsque les deux valeurs de décision sont proches et que le choix devient difficile. Ces résultats suggèrent qu'avant la décision, le cortex préfrontal ventromédian (VMPFC) et le cortex mid-cingulaire (MCC) encodent séparément les croyances et les valeurs affectives respectivement. Le cortex préfrontal latéral (LPFC) combine les deux signaux pour prendre une décision, puis renvoie l'information du choix aux régions médianes, probablement pour actualiser les deux signaux de valeur en fonction des conséquences du choix. Ces résultats contribuent a élucider les mécanismes cérébraux de la prise de décision dans le cortex préfrontal
Executive control relates to the human ability to monitor and flexibly adapt behavior in relation to internal mental states. Specifically, executive control relies on evaluating action outcomes for adjusting subsequent action. Actions can be reinforced or devaluated given affective value of outcomes, notably in basal ganglia and medial prefrontal cortex. Additionally, outcomes convey information to adapt behavior in relation to internal beliefs, involving prefrontal cortex. Accordingly, action outcomes convey two major types of value signals: (1) Affective values, representing the valuation of action outcomes given subjective preferences and stemming from reinforcement learning; (2) Belief values about how actions map onto outcome contingencies and relating to Bayesian inference. However, how these two signals contribute to decision remains unclear, and previous experimental paradigms confounded them. In this PhD thesis, we investigated whether their dissociation is behaviorally and neurally relevant. We present several behavioral experiments dissociating these two signals, in the form of probabilistic reversal-learning tasks involving stochastic and changing reward structures. We built a model establishing the functional and computational foundations of such dissociation. It combined two parallel systems: reinforcement learning, modulating affective values, and Bayesian inference, monitoring beliefs. The model accounted for behavior better than many other alternative models. We then investigated whether beliefs and affective values have distinct neural bases using fMRI. BOLD signal was regressed against choice-dependent and choice-independent beliefs and affective values. Ventromedial prefrontal cortex (VMPFC) and midcingulate cortex (MCC) activity correlated with both choice-dependent variables. However, we found a double-dissociation regarding choice-independent variables, with VMPFC encoding choice-independent beliefs, whereas MCC encoded choice-independent affective values. Additionally, activity in lateral prefrontal cortex (LPFC) increased when decision values (i.e. mixture of beliefs and affective values) got closer to each other and action selection became more difficult. These results suggest that before decision, VMPFC and MCC separately encode beliefs and affective values respectively. LPFC combines both signals to decide, then feeds back choice information to these medial regions, presumably for updating these value signals according to action outcomes. These results provide new insight into the neural mechanisms of decision-making in prefrontal cortex

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Drogos, David James. « SUSTAINABILITY CURRICULUM INVENTORY AND LITERACY ASSESSMENT : THE INFLUENCE OF VALUES ON KNOWLEDGE OF AND PERCEIVED IMPORTANCE OF SUSTAINABILITY COMPONENTS ». OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1316.

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The incorporation of sustainability education and sustainable practices in higher education serves several purposes. It prepares students for work in sustainability-focused professions, fosters environmentally responsible behavior in individuals, and helps to reduce the ecological impacts of the operational aspects of educational institutions. However, contemporary definitions of sustainability, which consider social, political, ecological, and economic influences on the environment, complicate educational initiatives. Distinct educational departments often consider sustainability through their specialized lens. Trans-disciplinary initiative must be enacted in order for sustainability education to reach its full potential. This paper outlines the results of an electronically administered faculty sustainability curriculum inventory as well as an electronically administered university-wide sustainability literacy survey that were conducted at Southern Illinois University. The relationship between individual values and perceived importance and knowledge of sustainability components are examined within the context of the Value-Belief-Norm theory. While response rates for both surveys were relatively low, the faculty curriculum inventory survey was useful in identifying faculty members with an interest in sustainability education. These individuals could potentially work to spearhead curricular initiatives across the university. The survey also provided information that was used to create a sustainability course database and profiles of faculty members with an interest in sustainability education. Results for the literacy survey indicate that respondents' perceived importance of sustainability components exceeded their knowledge of those components in every case. Respondents rated components grouped under both energy systems and individual integrity as very important or extremely important to a sustainable university community. However, all components were rated at or above relatively important. Ecocentric, altruistic, and traditional individual values served as reliable predictors of respondents' perceived importance of sustainability components. These results should encourage further research of the motivations for sustainability incorporation on a campus community when considered within the framework of behavioral models such as the Value-Belief -Norm Theory or the Theory of Planned Behavior.

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Tarasidis, Andrew, Karilynn Dowling, Anh Dinh, Pooja Subedi, Daniel Ventricelli et Nicholas E. Hagemeier. « Residency, Fellowship, and Graduate School Value Beliefs among Student Pharmacists ». Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1439.

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Objectives: To compare pharmacy students’ value beliefs across residency training, fellowship training, and graduate education with research and non-research emphases using expectancy-value theory as a framework. Method: First through fourth professional year (P1-P4) students (N=263) completed the 26-item Postgraduate Training Value Instrument (PTVI) for four postgraduate training paths. Items were responded to using a 5-point Likert scale. Intrinsic, attainment, utility, financial value and perceived cost scores were calculated for each training path. Using SAS 9.0, ANOVA procedures were employed to test differences between mean value construct scores across training paths. Results: An 84% response rate was obtained. Value construct scores ranged from 2.02 for financial value of fellowship training to 3.36 for intrinsic value of residency training. Positive value scores (i.e., scores that theoretically support task choice) were noted for two (residency intrinsic value and residency utility value) of the 20 evaluated value constructs. Students reported statistically significantly higher intrinsic, attainment, utility, and financial value scores for residency training as compared to other paths (pImplications: To our knowledge, this is the first study to theoretically quantify students’ value beliefs across commonly pursued postgraduate training paths. Our results indicate an overall lack of intrinsic, attainment, utility, and financial value for most paths and high perceived cost across all paths. The PTVI could be used to target interventions across curricula that seek to promote the value of various postgraduate training paths. Research is warranted to explore students’ value beliefs longitudinally.

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Menon, Roshni. « Determinants of Parental Beliefs : The Role of Proximal Influences in the Maintenance and Revision of Parental Beliefs ». Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194048.

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Culture has been recognized to play an important role in the formation of parental beliefs, but the question still remains of whether beliefs are maintained or revised over time, and how. The present study examined how proximal influences impacted parental beliefs in an immigrant sample of parents, the thesis being that distal influences have more to do with the formation of parental beliefs while proximal influences have more to do with maintaining or revising them. Effects of the proximal influences of education, occupation status, information networks, and parental agreement about childrearing, on parental beliefs of Mexican-origin fathers and mothers around cultural values of familism/respeto, simpatÃa, and individualism were tested longitudinally. The research questions were two-fold in nature, looking at within-time effects of the proximal influences on parental beliefs; as well as over-time effects of proximal influences on change in parental beliefs. The within-time questions were answered using hierarchical regression analyses while the over-time questions were answered using repeated measures MANCOVAs. Overall, the beliefs of parents in this study were seen to not change significantly over the course of the three years that they were assessed, and so the study did not yield the results expected in terms of the effects of proximal influences on parental beliefs. However, information networks and fathers' occupation status did emerge as promising proximal influences on parental beliefs, and the results also revealed maternal beliefs to be more responsive to the proximal influences of education, fathers' occupation status, information networks, and parental agreement about childrearing, than paternal beliefs.

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Wilcox, Andrew G. « Recruiting the next generation : a study of attitudes, values, and beliefs ». Thesis, Monterey, California. Naval Postgraduate School, 2001. http://hdl.handle.net/10945/10862.

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This study examines the attitudes, values, and beliefs of teenagers regarding military service. Specifically, the study looks at generational theory, the characteristics and views of the so-called 'Millennial' generation, factors that influence attitudes toward military service, and recruiting strategies used by the Navy and Marine Corps. The study identifies the uniqueness of the next generation of youth, or Millennials, because of the interconnected relationship of five forces of influence: 'baby boomer' parents, education, the new economy, technology, and the media. Information on youth attitudes was collected through 36 focus groups, including 677 teenagers at nine high schools in six states. Data obtained from the focus groups reveal common trends across schools and states: teenagers exhibit relatively little knowledge or understanding of the military; higher education is the military's chief competitor for recruits; and the dissuaders of military service are far stronger than the persuaders of service (due largely to misperceptions and ignorance). Recommendations to improve recruiting are offered, particularly the need to better inform teens about the realities of military service. Efforts toward this end should enhance long-term military recruiting efforts.

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Assiri, Yahya Ibrahim. « Science Teachers' Knowledge, Beliefs, Values, and Concerns of Teaching through Inquiry ». OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1296.

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ABSTRACT OF THE DISSERTATION OF Yahya Assiri, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on August 19th, 2016, at Southern Illinois University Carbondale. TITLE: SCIENCE TEACHERS’ KNOWLEDGE, BELIEFS, VALUES, AND CONCERNS OF TEACHING THROUGH INQUIRY MAJOR PROFESSOR: Dr. D. John McIntyre, Professor Emeritus of Curriculum and Instruction, Ed.D., Southern Illinois University Carbondale, Department of Curriculum and Instruction. This study investigated elementary science teachers’ knowledge, beliefs, values, and concerns of teaching through inquiry. A mixed-methods research design was utilized to address the research questions. Since this study was designed as a mixed-methods research approach, the researcher gathered two type of data: quantitative and qualitative. The study was conducted in Mohayel School District, Saudi Arabia. The information was collected from 51 participants using a questionnaire with multiple choice questions; also, 11 participants were interviewed. After collecting the data, descriptive and comparative approaches were used. In addition, themes and codes were used to obtain the results. The results indicated that the mean of elementary science teachers’ knowledge was 51.23%, which was less than 60% which was the acceptable score. Also, the qualitative results showed that science teachers had a limited background of teaching through inquiry. In addition, the elementary science teachers had a high level of belief to teach science through inquiry since the mean was 3.99 out of 5.00. These quantitative results were confirmed by the qualitative data. Moreover, the overall mean of elementary science teachers was 4.01, which indicated that they believed in the importance of teaching science through inquiry which was also confirmed by the responses of teachers in the interviews. Also, the findings indicated that elementary school science teachers had concerns about teaching science through inquiry since the overall mean was 3.53. In addition, the interviewees mentioned that they faced some obstacles when they teach by inquiry, such as time, resources, class size, and the teachers’ background. Generally, the results did not show any significant differences among elementary science teachers’ knowledge, beliefs, values, and concerns depending on gender, level of education, and teaching experience. However, the findings indicated there was one significant difference which was the level of teaching experience between groups: (6-10) years and (11-15) years, and (16- more) and (11-15) years. In addition, the implications and suggestions for future research were provided to enhance teaching science through inquiry.

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Bellarts, Stella Beach. « Personal Values, Work Values, and Job Interests of Nursing Students ». PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4669.

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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.

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Hobbs, Melissa C. « Culturally-derived values and beliefs as correlates of risk for problem gambling ». access full-text online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR17123.

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Fritz, Mackenzie R. « Knowing their values| A phenomenological study examining undergraduate leadership students' values clarification ». Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705814.

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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.

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Thèses sur le sujet « Educational Beliefs and Values »

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