Validating a Values/Moral Education Model Within Content-Centered Classroom Settings.

Autor/in	Stahl, Robert J.
Institution	Arizona State Univ., Tempe.
Titel	Validating a Values/Moral Education Model Within Content-Centered Classroom Settings.
Quelle	(1979), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Data Analysis; Decision Making; Educational Research; Grade 11; Models; Moral Values; Research Methodology; Retention (Psychology); Secondary Education; Social Science Research; Speeches; Student Attitudes + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Auswertung; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; School year 11; 11. Schuljahr; Schuljahr 11; Analogiemodell; Moral value; Ethischer Wert; Research method; Forschungsmethode; Merkfähigkeit; Sekundarbereich; Social scientific research; Sozialwissenschaftliche Forschung; Schülerverhalten
Abstract	The paper reports on a research study investigating the attitudinal and content retention effects of a proposed values/moral education model. The research focuses on four components: 1) appropriate research designs consistent with the model used, 2) appropriate, reliable, and valid posttest attitude tests consistent with the expressed goals and aims of the model used, 3) appropriate statistical analysis linked to the design and data being used, and 4) appropriate claims made for the materials and model used based upon the data reported. Studies in the area of values/moral education have come under increasing criticism because of a number of problems with the research design, treatments, instrumentation, and statistical analyses. This study sought to obtain and examine content and attitude product variables related to the expected outcomes of the use of values dilemma activities based upon the Casteel-Stahl model. Eighteen 11th grade American History classes were selected and randomly assigned to experimental and control groups following the Groups-Within-Treatments Design. Experimental students used six values dilemmas based upon the model. Findings showed experimental students scored significantly higher on posttest retention of subject matter content and also showed significantly higher attitudes as measured by attitude instrument developed to test the effects of this particular model of values/moral education. The conclusion is that the Casteel-Stahl model is a viable model for developing values dilemmas for subject matter content classrooms and is capable of effecting a positive ways content retention and attitudes. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01