Attitudes of Teachers toward the Teaching of Selected Values.

Autor/inn/en	Cangemi, JoAnn; Aucoin, Linda
Titel	Attitudes of Teachers toward the Teaching of Selected Values.
Quelle	(1992), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Measures; Educational Research; Elementary School Teachers; Grade 4; Grade 5; Grade 6; Intermediate Grades; Social Studies; Surveys; Teacher Attitudes; Values; Values Education + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mittelstufe; Gemeinschaftskunde; Survey; Umfrage; Befragung; Lehrerverhalten; Wertbegriff; Werterziehung
Abstract	This study was based on the premise that teachers bring their values to the classroom and students internalize or reject those values as they are modeled. Therefore, it is necessary for teachers to give serious thought to how they view the values they teach. The study examined the attitudes of fourth, fifth, and sixth grade social studies teachers in the public schools of an eight-parish area of Southeast Louisiana about the teaching of certain selected values. An attitudinal survey that contained 17 statements concerning value positions appropriate for use in elementary social studies classrooms was mailed to teachers. Of the 17 statements on the survey, 3 were perceived most positively by the teachers. These statements were: "The social studies classroom should provide for the recognition of the importance of cooperation and concern for others"; "Respect for the rights and property of others should be emphasized as social skills"; and "The need to eliminate prejudice should be an integral part of any social studies class." The value statement receiving the highest negative response was: "Controversial issues should be avoided." (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01