Adolescents' and Educators' Perceptions of Values: Implications for the Teaching and Acquisition of Moral Reasoning.

Autor/inn/en	Fasko, Daniel, Jr.; Osborne, Jeanne; Grubb, Deborah
Titel	Adolescents' and Educators' Perceptions of Values: Implications for the Teaching and Acquisition of Moral Reasoning.
Quelle	(1997), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Behavior Standards; Ethical Instruction; High School Students; High Schools; Moral Values; Social Values; Student Attitudes; Teacher Attitudes; Value Judgment; Values Clarification; Values Education; Kentucky + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethics instruction; Teaching of ethics; Ethikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Moral value; Ethischer Wert; Sozialer Wert; Schülerverhalten; Lehrerverhalten; Werturteil; Wertbewusstsein; Werterziehung
Abstract	Since teen violence, crime, drug abuse, and teen pregnancies are a concern to parents and educators, this study looks at the values that are important to adolescents. The sample consisted of 550 Kentucky high school students in one state who completed a values survey (included). Results show that overall, teens reached consensus, (i.e., 67% of the respondents agreed or disagreed on 23 of the 43 value statements), and that they shared some positive core values. They failed to reach consensus on the remaining 20 statements. In comparing the results to a previous study of how educators believed teens would respond, the adults surveyed reported that they thought teens would make more negative value statements than the teens actually did. What the adults thought teens would say, however, did match what the teens believed their peers would say. Further research is needed to determine the relationship among the values identified. Because there is general agreement on which values are important, and because schools are one agent for transmitting democratic values, it would seem appropriate that schools assist in developing values in students. A history of values education and the implications of the present study are discussed at length. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC