A Study of Teacher and Principal Ratings of Priorities in Social Studies Goals. Publication Number 3.

Autor/in	Lantz, Mary Jean
Institution	North Carolina Univ., Greensboro. Humanistic Education Project.
Titel	A Study of Teacher and Principal Ratings of Priorities in Social Studies Goals. Publication Number 3.
Quelle	(1973), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Educational History; Educational Objectives; Educational Philosophy; Educational Research; Educational Theories; Literature Reviews; Measurement Instruments; Models; Occupational Information; Principals; Rating Scales; Social Studies; Teachers + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Berufsinformation; Principal; Schulleiter; Rating-Skala; Gemeinschaftskunde; Lehrer; Lehrerin; Lehrende
Abstract	Although the literature in the last decade contains many diverse opinions on the aims or goals of social studies, few empirical investigations have been reported. To meet this need, a consensual perspective on national social studies goals, a description of recent categorizations of goals within conceptual frameworks, and a summary of a present study are offered. The official statements on the goals for social studies published during the twentieth century are reviewed, reflecting an earlier emphasis on nationalistic loyalty and a common commitment to social responsibility, to intelligence, and to human dignity. Three prominent goal classification theories which have recently appeared - the Joyce framework, the Barth-Shermis view, and the Thomas-Brubaker dimensions - are sketched and summarized. An assessment device based on the dimensions of Joyce and Thomas-Brubaker, used to determine if social studies philosophical positions differ according to job category, reached three conclusions: the theoretical dimensions are not supported by empirical evidence; differences existing in philosophy do not appear to be significantly determined by job category; and the group tested placed high priority on social studies goals reflecting moral concerns. (Author/KSM)
Anmerkungen	University of North Carolina at Greensboro, Humanistic Education Project, Dr. Dale L. Brubaker, Curry Hall 103, Greensboro, North Carolina 27412 (Free)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC