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ERIC Number: ED132133
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
Can Inservice Value Clarification Training Contribute to Openness of Teacher Assessing Behavior?
Redman, George L.
To determine whether inservice value clarification training is related to the degree of openness expressed by teachers, three hypotheses were tested. This report focuses on one of these hypotheses--that when asked to assess in writing an event that allowed for a variety of points of view, inservice teachers after value clarification training would signal more concern for the needs and interests of students than before training and would signal less concern for the needs and interests of authority figures in the classroom and school settings. The subjects were inservice administrators and/or teachers in grades K-8 in small Roman Catholic, parochial schools. Value clarification training consisted of numerous activities presented in six three-hour sessions and one six-hour session over the course of seven weeks. Before and after training, subjects were asked to observe and assess classroom events portrayed in a nine-minute film. The film was selected because of its ability to stimulate a variety of viewer responses. It depicted teacher interaction with groups of students and one-to-one interaction between the teacher and individual students. The major finding of the study was that the percentage of assessment statements showing concern for the students as individuals was significantly higher after the value clarification training program. (MM)
Descriptors: Catholic Schools, Classroom Communication, Classroom Environment, Inservice Teacher Education, Interaction, Student Interests, Student Needs, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior, Teacher Response, Values, Values Clarification, Values Education
George L. Redman, Hamline University, St. Paul, Minnesota 55104 ($1.00)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A