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Pellechia, Victor J. "Do We Value "Values" in Education? A Study of Values Alignment in the Ethical Decision-Making of Catholic School Principals". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844863.
Pełny tekst źródłaThe purpose of this study was to explore personal and organizational values, their influence and alignment, in the ethical decision-making of Catholic school principals. Semi-structured interviews allowed the 12 participants to explore personal and school values, areas of congruence and dissonance, methods for resolving dissonance, the process of values alignment, and the influence of the Catholic school culture. Site observations and analyses of mission statements provided insight as to community values for each of the participating schools.
The review of the literature yielded a means by which to connect values of the principal with those of the school community. The individual level examined the formation of the school leader through personal values, professional preparation programs, and ongoing self-reflection. The communal level analyzed the nature of school culture, namely the Catholic school framework, and how community members perceived their organizational climate. The process of ethical decision-making through multiple paradigms formed the active connection relating individual and communal value sets.
The conceptual framework depicted the aforementioned values relationship. Values alignment and values congruence formed the theoretical framework, exploring how to bring personal and organizational values into alignment and the resulting congruence or dissonance between them. Although prevalent in the business sector, this study’s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success.
Findings showed salient values across participant responses, observations, and documents and highlighted concepts of organizational fit, prayer as process of reflection, and individual versus communal goods. Further, values awareness and values negotiation were found to be layers in the dynamic process of alignment by which an appreciation of pre-existing stakeholder values could be brought to bear in discerning potential success or failure of change through ethical decision-making. The Catholic school culture, consisting of a seemingly unified values framework, provided a common sense of mission, vernacular, and expression through artifacts and décor. Recommendations were posited for “match” programs that could connect aspiring principals with schools of similar values. Delving more deeply into values awareness and negotiation by further examining principal motive and collecting broader stakeholder feedback could stimulate additional research.
Bullock, Nora B. "Examination of values instruction in education and the role of humanities in values education". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.
Pełny tekst źródłaBellarts, Stella Beach. "Personal Values, Work Values, and Job Interests of Nursing Students". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4669.
Pełny tekst źródłaFritz, 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.
Pełny tekst źródłaThis 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.
Skeens, Jared L. "Biblical values". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Pełny tekst źródłaOkoli, Emmanuel Chinyeaka. "Reconciling cultural values through drama education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20798.pdf.
Pełny tekst źródłaCatchpoole, Valerie Margaret. "Implementing values education through media studies". Thesis, Queensland University of Technology, 1994.
Znajdź pełny tekst źródłaCarvallo, Oscar R. "Values in the hidden curriculum : an axiological reproduction /". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375117083.
Pełny tekst źródłaLeung, Alvin. "'British values'? 'Chinese values'? : governing and reimagining nation through values-based education policies in Britain and Hong Kong". Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288762.
Pełny tekst źródłaBubleit, Gunter. "An idealist approach to values education theory /". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59257.
Pełny tekst źródłaPaul, Leocordia. "Values and conflict in initial teacher education". Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/798096/.
Pełny tekst źródłaLe, Metais Joanna Petra Fransisca Maria. "Conservative values and education policy 1979-1990". Thesis, Brunel University, 1992. http://bura.brunel.ac.uk/handle/2438/7282.
Pełny tekst źródłaShimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Pełny tekst źródłaRughubar-Reddy, Sheena. "Crouching learners, hidden values : values in school mathematical literacy lessons". Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5536_1370594599.
Pełny tekst źródłaLocal and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights 
enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does 
achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational 
institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the 
Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven 
with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers 
integrate values into the Mathematical Literacy lessons while observing learnersâ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they 
equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking 
tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their 
learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.
O'Connor, Helen M. "From unearthing values to building educational foundations: how the values of Education Swanage were influential in founding The Swanage School". Thesis, Anglia Ruskin University, 2015. https://arro.anglia.ac.uk/id/eprint/583933/1/HOCthesisFINALPB.pdf.
Pełny tekst źródłaO'Connor, Helen M. "From unearthing values to building educational foundations : how the values of Education Swanage were influential in founding The Swanage School". Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/583933/.
Pełny tekst źródłaMcMahon, Rachel E. "Which values?: Matching Schwartz's ten values constructs with the Nine Values for Australian Schooling". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/83472/1/Rachel_McMahon_Thesis.pdf.
Pełny tekst źródłaBeswick, Christopher Sean. "Parental Values for the Education of Their Children". Thesis, Oklahoma State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10607996.
Pełny tekst źródłaWhile broad attempts have been made to investigate values undergirding school choice (Bosetti & Pyryt, 2007; Zeehandelaar & Northern, 2013), research has yet to employ a means for subjectively and holistically investigating parents’ values for the education of their children across multiple school contexts. Q methodology was used with 29 parent participants who rank-ordered 40 statements aligned with the four-quadrant model of human development and holistic education: cognitive, social and emotional, psychomotor, and intuition and creative. Results yielded a three-factor solution interpreted along with interview data and field notes to be Reverence in Tradition, Diversity in Experiences, and Morality in Decisions. Reverence in Tradition reflects a priority of spiritual development. Diversity in Experiences emphasizes autonomous student growth through diverse interactions and ideas. Morality in Decisions emphasizes respectful and positive interaction with others. Three conclusions emerge from this research: there are three ways that parents who enroll their children in public, private, or homeschools express the priorities for the educational needs of their children; a four-quadrant model of education assists in understanding parents’ subjective views related to the educational needs of their children; and school setting serves as an interesting role in understanding priorities for the developmental needs of children. Of interest is the finding that all three academic contexts were represented in each of the three viewpoints; however, some parents may place children in school contexts that align with preferences, such as most Reverence in Tradition were home or private schools, the other two parent groups favor public schools. Findings from this research can assist policymakers, administrators, and teachers who want to understand parents’ values for the education of their children.
Morris, Ronald. "Philosophical foundations of moral values in sex education". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63345.
Pełny tekst źródłaRiggs, C. Anne. "Values & beliefs in science & technology education". Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/771372/.
Pełny tekst źródłaAjayi, Grace Olukemi. "Values advocacy and policy making in higher education". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019617/.
Pełny tekst źródłaLonewolf, Theodore R. "Kiowa cultural values and persistence in higher education /". Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.
Znajdź pełny tekst źródłaTelford, Archibald Ronald. "The congruence of quality values in higher education". Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4279.
Pełny tekst źródłaDu, Preez Petro. "Facilitating human rights values across outcomes-based education and Waldorf education curricula". Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50351.
Pełny tekst źródłaENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task.
AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.
Backman, Erik. "Friluftsliv in Swedish physical education - a struggle of values educational and sociological perspectives /". Doctoral thesis, Stockholm : Department of Education in Arts and Professions, Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38238.
Pełny tekst źródłaAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.
McNeil, Isabelle. "General education, aesthetic education and value awareness : rationale for a phenomenological research". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24095.
Pełny tekst źródłaIt is my contention that an inquiry into the nature of aesthetic experiences is required before subsequent claims to knowledge of its relation to value awareness can be made. I also believe that phenomenology offers the best suited method for carrying out such an investigation.
This thesis is therefore concerned with the rationale for the need of a phenomenological investigation into aesthetic experiences: justifications being provided on the basis of the available literature and the phenomenological method itself.
Torsney, Benjamin M. "MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389371.
Pełny tekst źródłaPh.D.
This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values.
Temple University--Theses
Pedro, Alice Magdalene. "Guidelines for the training of teachers to promote constitutional values in schools / A.M. Pedro". Thesis, North-West University, 2009. http://hdl.handle.net/10394/3673.
Pełny tekst źródłaThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
Strålin, Frida, i Johanna Wiman. "Environmentally Sustainable Development in Tanzanian Education - Values of Teachers". Thesis, Linköping University, Linköping University, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52189.
Pełny tekst źródłaThis is a Minor Field Study which was carried out in six schools in the Morogoro district in Tanzania. The aim of this study was to find out the values of Tanzanian teachers concerning education for environmentally sustainable development. 18 teachers have been interviewed and as a complimentary method we have observed lessons of different subjects to get a better understanding for the answers from the interviews. Our findings are that the teachers find it important to teach about both reasons and effects when it comes to environmental issues. Many teachers believed knowledge of how to live in order to avoid environmental destruction was at least as important to teach. Another conclusion is that the teachers find it important to teach about environmental issues because knowledge of the environment is necessary for development of a country. Finally we have concluded that the teachers´ values are supported by the syllabuses.
Strauss, Tiiu. "The nature and role of chief education officers' values". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0009/NQ41512.pdf.
Pełny tekst źródłaMount, Christopher B. J. "Inuit values in adult education : a Nunavik case study". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32930.
Pełny tekst źródłaMcKay, Alexander M. A. "Toward more meaningful sexuality education : the role of values". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59656.
Pełny tekst źródłaThe integration of values into sexuality education is highly problematic. Because of the potential for controversy regarding questions of sexual values, many sexuality educators have attempted to teach programs that are value free.
An ethical framework for the integration of values into sexuality education needs to be established. The act-centred and person-centred approaches to sexual ethics are compared and contrasted in terms of their suitability for sexuality education. It is proposed that a person-centred approach may provide a starting point of an ethical framework for the integration of values into sexuality education.
Marfleet, Andrew Graham Richard. "Christian values in education : schools in a plural society". Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389204.
Pełny tekst źródłaSOUZA, ROOSEVELT FIDELES DE. "AN EXPERIENCE ON ENVIRONMENTAL EDUCATION: BUILDING SOCIAL-ENVIRONMENTAL VALUES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4302@1.
Pełny tekst źródłaThis research was motivated by the author s professional experience, as a Geography teacher, working as a member of the team responsible for the Project of Environmental Education for Public School Children, which has been taking place within the Pontifical Catholic University of Rio de Janeiro campus since 1998. This project was developed by the Interdisciplinary Center for the Environment - NIMA/PUC-Rio to promote the integration of the public schools with the university,throughout Environmental Education classes. The goal of the project is to develop ethical-environmental values for the exercise of future generations citizenship. The purpose of this initiative is to serve the poor children, who attend classes of the public schools of Gávea, Rocinha, Vidigal, Parque da Cidade e Cruzada de São Sebastião neighborhoods, located near by PUC- Rio campus. Based on this experience, the author describes the perspectives for social change of the Project of Environmental Education for Public School Children. The core subject of this dissertation is an analysis of this project, taken as a model response to the determinations of the recent Federal and State Laws for environmental education, with emphasis on non-formal education. In other words, this essay describes the educational actions and practices designed to wake up collective sensibility towards environmental issues, relying on the partner ship established by schools with universities and companies. This dissertation is concerned with the ethical valves which comes out of the relation ship between mankind and its surrounding nature and the transformations that can be accomplished by an Environmental Education Project such as this one offered to the children of the public education system of the State of Rio de Janeiro.
Essa, Fatima. "Do values in education create spaces for democratic citizenship?" Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.
Pełny tekst źródłaENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to have become an important facet of the transformation of education agenda in South Africa. My argument in favour of a "Values in Education" initiative to be implemented in schools along the lines of democratic citizenship can be considered as an attempt to contribute to the democratisation of schooling post- 1994. This thesis develops a link between "Values in Education", intersubjectivity and democratic citizenship and argues that "Values in Education" can cultivate democratic citizenship in South African schools. KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.
AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die onderwys te wees. My argument ten gunste van die implementering van 'n "Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys" wel demokratiese burgerskap in skole kan bevorder. KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en burgerskap.
Hilli, Pia Elisabet Angelique. "Educating professionals and professionalising education in research-intensive universities : opportunities, challenges, rewards and values". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25110.
Pełny tekst źródłaLee, Kam-ming. "A study of values and value teaching in personal and social education among boys' social development schools". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305158.
Pełny tekst źródłaХодцева, Алла Олександрівна, Алла Александровна Ходцева i Alla Oleksandrivna Khodtseva. "How to Achieve Diversity In Education". Thesis, Vinnytsia State Pedagogical University, 1999. http://essuir.sumdu.edu.ua/handle/123456789/62800.
Pełny tekst źródłaNicholson, Kendall A. "Investigating architectural values| Concepts and competencies". Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643469.
Pełny tekst źródłaThe problem this research study aims to address is the development of architectural values in graduate architecture students and faculty. This study explores the relationship between academic values (architectural concepts) and practical skillsets (architectural competencies) within architectural education. It also investigates the relationship between student and faculty value priorities in regards to the profession. Conducted at the University of Virginia, School of Architecture, the study utilized the administration of the researcher-made Architectural Values Inventory (AVI), based on Rokeach's (1973) Value Survey. The principal component analysis, used to evaluate reliability and validity proved, the AVI to be both valid and reliable surfacing six significant components. The canonical correlation analysis showed a significant relationship between architectural concepts and competencies. The Goodman-Kruskal gamma rendered a relationship between students and faculty on only five of the 32 architectural values, subsequently showing little to no correlation between students and faculty on the whole. These research findings have the potential to influence areas of architectural education such as accreditation, curriculum development, professional development, and professional practice.
West, Sylvia M. "Values in school leadership and management". Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240854.
Pełny tekst źródłaPost, Douglas Michael. "Values, stress, and coping among practicing family physicians /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu148778086540724.
Pełny tekst źródłaHawkes, Neil. "Does teaching values improve the quality of education in primary schools? : a study about the impact of introducing values education in a primary school". Thesis, University of Oxford, 2005. https://ora.ox.ac.uk/objects/uuid:bdb77d49-ab71-4d2b-87eb-ffa040ade219.
Pełny tekst źródłaPousao-Lopes, Cecilia. "The mind values meaning above knowledge : narrative and moral education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43935.pdf.
Pełny tekst źródłaLynch, Monica. "Values orientation of an environmental education centre, a case study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0025/MQ50541.pdf.
Pełny tekst źródłaMorris, Ronald William. "A philosophical study of values and valuing in sexuality education". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39361.
Pełny tekst źródłaThe second problem is the conceptualization of sexual-values education as a solution to problems like unwanted teenage pregnancy and sexually transmitted diseases. This view of sexuality education reduces education to schooling, valuing to decision-making, and sexuality to problems arising from coitus. It evaluates the success of educational efforts according to strictly utilitarian criteria. In this thesis, sexual-values education is reconceptualized as a life-long process, and a successful sexual-values education is redefined by its capacity to be celebrational, hospitable, meaningful, and life-enhancing.
Lynch, Monica. "Values orientation of an environmental education centre : a case study". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21236.
Pełny tekst źródłaThis case study examines the values and values education approaches implicit in the Fort Whyte Centre for Environmental Education in Winnipeg, Manitoba. Based on the theoretical framework of both values education and environmental education, analysis revealed that embedded in the program are the values of respect, appreciation and care-taking. Furthermore, it indicates that early childhood experiences in nature are integral in sustained dedication to the environment. Finally, it was apparent that ingrained in the strategies employed by the facility are elements of values education models.
Outlining values in program objectives ensures that these beliefs are a central focus of the lessons. Concurrently, teacher training programs must directly teach values education approaches with reference to environmental education. Ecological dilemmas are moral-ethical issues and must be dealt with as such. By neglecting to adequately prepare instructors to deal with these issues programs cannot achieve their objectives. Environmental value systems cannot be developed unless programs are specifically designed to achieve this goal.
Parkinson, Tom. "Values of higher popular music education : perspectives from the UK". Thesis, University of Reading, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762218.
Pełny tekst źródłaMansour, Ferial Aziz. "Gifted education in Jenin District-Palestine : culture, assumptions and values". Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613745.
Pełny tekst źródłaPaim, Viviane Catarini. "Valores e educação : a escola deve educar para valores?" reponame:Repositório Institucional da UCS, 2012. https://repositorio.ucs.br/handle/11338/539.
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The present dissertation has as main theme the question of values in relation to the educational process at school. Its main objective is to analyze the task of school on the education for values, compared to the social and cultural changes and their implications in the educational process. To carry out this purpose, the method of approach is the analytical-interpretative, and the dissertation work is divided into three chapters. The first chapter will describe the contemporary society and its major transformations on social and culture scope. Therefore, it will use the contributions of the sociologist Zygmunt Bauman, in order to show the main features present in the social context, so that then we can understand the role of schools entered in this context. After presenting this background, the second chapter, the dissertative work has the objective to highlight the issue of values and, to do this, rely on the theoretical philosopher Max Scheler, presenting his central ideas about this theory of values. From the description of society referenced by Bauman and value theory, formulated by Scheler, the third chapter has the objective to situate and analyze the school’s mission face social and cultural transformations and their educational process, in particular, compared to values. And for understanding the school’s mission in today’s context we will analyze the Political Pedagogical Project of the Jardim América State Elementary School, on the city of Vacaria, in Rio Grande do Sul, because through the analysis of this document it is possible to understand and evaluate the desired targets with the pedagogical actions of the school, and also see how the institution sees the formation of human beings, and if, to do it, the school takes care to educate for values. In light of this analysis, finally, we will list some values that are essential, in order to weave a relationship between school, society and values and understand that schools must educate for values.
Preston, Rondall Wayne. "A Descriptive Study of Values Education Programs in Texas Public Elementary Schools". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277887/.
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