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ERIC Number: ED331930
Record Type: Non-Journal
Publication Date: 1990-Jul
Pages: 149
Abstractor: N/A
Reference Count: N/A
Values Education in the District of Columbia Public Schools.
Tuck, Kathy D.; Albury, Aretha A.
This survey assesses the status of student, teacher, and parent values in Washington (District of Columbia) public schools and examines attitudes toward current values-centered programs. The following value domains, which have the greatest impact on adolescent social and psychological development, are included: (1) educational; (2) moral; (3) social; (4) spiritual; (5) cultural; and (6) self-esteem. The following findings are highlighted: (1) students and staff show high levels of both positive and negative values; (2) student value formation is characterized by conflicts within as well as between the value domains; (3) positive student values ratings tend to decline with age; (4) student and staff values are strikingly similar, and incidental student-staff interactions have significant impact on student values; (5) teacher practices or behaviors are more closely related to student values than to teacher attitudes or beliefs; (6) teacher emphasis on values has the most potential impact on student social, moral, and cultural values; (7) student values mediate feelings of self-esteem, particularly in relation to academic achievement; (8) only one-fifth of the current extracurricular values/character education programs and activities are consistently related to the formation of positive student values; and (9) parents and administrators support values education. Statistical data are presented in 15 tables and 19 graphs. The following materials are appended: (1) a list of 99 references: (2) statistical data presented in 12 tables and 16 graphs; (3) a glossary; and (4) five survey questionnaires. (FMW)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: District of Columbia Public Schools, Washington, DC.