Moral Development at Home and at School: Division of Moral Tasks between Parents and Teachers in Secondary School.

Autor/inn/en	Veugelers, Wiel; de Kat, Ewoud
Titel	Moral Development at Home and at School: Division of Moral Tasks between Parents and Teachers in Secondary School.
Quelle	(1999), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Attitudes; Adolescent Development; Adolescents; Comparative Analysis; Delphi Technique; Factor Analysis; Foreign Countries; Moral Development; Parent Attitudes; Parents; Secondary Education; Sex Differences; Student Attitudes; Teacher Attitudes; Teachers; Values Education; Netherlands + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Delphi-Methode; Faktorenanalyse; Ausland; Moralische Entwicklung; Elternverhalten; Eltern; Sekundarbereich; Sex difference; Geschlechtsunterschied; Schülerverhalten; Lehrerverhalten; Lehrer; Lehrerin; Lehrende; Werterziehung; Niederlande
Abstract	Values education has recently been high on the political agenda in many countries, including the Netherlands. Using a theoretical framework based on traditions in several academic areas, this study examined attitudes of Dutch parents, teachers, and secondary school students regarding moral education goals and the division of moral tasks between parents and teachers. Using the Delphi Method, data were collected by means of questionnaires, group interviews, and panel discussions. Completing the mail questionnaire were 571 adolescents, ages 14 to 17 years, 180 parents, and 86 teachers from 8 secondary schools. Group interviews took place at participant schools with panel discussions conducted at three selected schools. A factor analysis of questionnaire responses revealed four factors explaining 43 percent of the variance: strategic action in the moral domain, social sensitivity, conformity, and emotional development. Questionnaire findings indicated that all groups attached great importance to moral development, with conformity considered slightly less important than other areas. Among students, girls viewed strategic action, social sensitivity, and emotional development as being more important than did boys. Vocational education students/parents viewed conformity as more important than did general secondary education students/parents. Parents' religious background and education were related to views of conformity. Students of non-Dutch origin viewed conformity as more important than students of Dutch origin. Group interviews indicated that students emphasized formulating their own opinion, parents emphasized the relationship between strategic action and conformity, and teachers emphasized an openness to criticism. All groups indicated that they would like greater attention paid to moral development goals at school. (Contains 46 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC