Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 119-126). Also available in print.

Thesis (M.S.A.)--University of North Carolina at Wilmington, 2003. / Vita. Includes bibliographical references (leaves : [54]-56).

The purpose of this study was to determine, under experimental conditions, the effects values clarification (VC) strategies might have upon the self concept of secondary students as measured by the Total Positive Score (TP) of the Tennessee Self Concept Scale (TSCS). Thus, the research question was: Does VC affect self concept among ninth and tenth grade students?The research was conducted at the H. H. Arnold High School in Wiesbaden, Germany, which serves an American military community. The population consisted of 50 freshmen and sophomore English students, 46 (34 male and 12 female) of whom were randomly divided intoa treatment and control group. The treatment consisted of 14 selected VC strategies conducted during a 50 minute class period Tuesdays and Thursdays of weeks two through eight of a normal nine week academic quarter. The control group viewed 35 selected films during the times the treatment was being conducted with the treatment group. All films shown to the control group were previewed by independent judges to insure content and level of interest was appropriate to the subjects. Effort was also made to insure the films shown did not promote examination of values in the same way as expected of VC strategies. During all other class periods of the quarter when the specific control and treatment activities were not being conducted, the normal curriculum of career development was maintained. For ethical reasons, each group was offered the other's experimental condition at the conclusion of the research period. No data were recorded at that time.Both groups were conducted by qualified secondary teachers. The treatment group was conducted by a 36-year-old female with 15 years of teaching experience, two master's degrees, and VC training from Sidney Simon. The control group was conducted by a 44-year-old female with 23 years of teaching experience, a baccalaureate degree and no VC training.The research design used in this experiment parallels Tuckman's Posttest Only Control Group design. The TP of the TSCS was used as the operational definition of self concept. The treatment effects were analyzed through a t test for independent means to compare the mean posttest TP scores of the two groups. A confidence level of .05 was considered necessary for testing signficance of the research hypothesis.The experimental hypothesis stated that there would be a difference between the treatment and the control groups in the self concepts of the subjects as measured by the TP of the TSCS. However, the findings revealed no statistically significant difference when the means of the treatment and control groups were compared. Clearly, the VC treatment did not have a statistically significant effect upon the self concept of the treatment group.The implications of the present research are particularly relevant to educators. Despite positive subjective observations by the students and teacher about the VC experiences, if the results are viewed as absolutely true, school systems will need to consider that VC in school curricula is not having a positive influence upon students' self concepts. Regardless of the grass-roots growth of the VC movement in public schools, the need for accountability demands a clearcut justification for continued use of VC methodology in classes. Such justification might be achieved through future research which could include: longer treatment conditions, more sensitive and specifically aimed test instruments, the use of younger subjects and the generation of a method of systematic interrogation aimed at the students subjective experience. The inescapable conclusion of the present study is that, with respect to the definitions and limitations of the present research, VC was clearly ineffective as a modifier of self concept.

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 174-178).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 157-161).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 157-161). Also available in print.

Thesis (Ph.D.)--University of Maryland at College Park, 1996. / Includes bibliographical references (leaves 196-201).

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 144-148).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 144-148). Also available in print.