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ERIC Number: ED179431
Record Type: RIE
Publication Date: 1979
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Validating a Values/Moral Education Model Within Content-Centered Classroom Settings.
Stahl, Robert J.
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Arizona State Univ., Tempe.
Identifiers: N/A
Note: Paper presented at Annual Meeting of the Rocky Mountain Educational Research Association (Tucson, AZ, September, 1979)