Belief in Traditional Sociopolitical Values and the Discussion of Social Issues.

Autor/inn/en	Massialas, Byron G.; und weitere
Institution	Michigan Univ., Ann Arbor.
Titel	Belief in Traditional Sociopolitical Values and the Discussion of Social Issues.
Quelle	(1969), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Studie; Political Attitudes; Political Issues; Secondary School Teachers; Social Problems; Social Values; Teacher Attitudes + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Politischer Faktor; Social problem; Soziales Problem; Sozialer Wert; Lehrerverhalten
Abstract	A questionnaire dealing with several aspects of teaching social issues in the classroom was mailed to 682 biology, English, and social studies teachers in a probability sample of public and private secondary schools in Michigan. Chi square and analysis of variance tests were used in analyzing the 493 (73%) responses. Included in the questionnaire were several items used to develop a scale entitled "Belief in Traditional Sociopolitical Values" (BTSV). Findings indicated that teachers vary considerably in their belief in traditional values. Teachers scoring low on the BTSV scale, as opposed to those with high scores, (1) are more willing to discuss all controversial issues in the classroom; (2) use instructional materials from several sources, thus promoting the expression of divergent and often conflicting points of view; and (3) demonstrate greater ability to distinguish fact from opinion. Examination of demographic factors revealed that (1)teachers who major in fields other than social sciences and humanities as undergraduates tend to score high on the scale, and (2) those with high BTSV scores are more often physical education, or natural science majors who attened smaller colleges and have had more years of teaching experience. Sex, tenure status, type of community, and level of graduate education do not seem to be related to BTSV scores. (SP 003 022 is a related document.) (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01