Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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This essay aims to illustrate how teachers from two different schools work to convey values in their professional roles, according to the basic values found in the Swedish curriculum Lgr11. This has been done through qualitative interviews with these schools’ teachers, individual at one school and in a group at the other. The results show that these teachers share roughly the same view on basic values, but that the methods employed by the teachers of either school differ. They also show that these two schools’ management prioritize this work differently. Conclusions that can be drawn from the results are that schools where this type of work is prioritized and where teachers work from the same point of view have greater success in conveying basic values.

This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

No description available.

The study has aimed to investigate how Human Resources (HR) and management are working to mediate and anchor values in organizations. I have chosen to apply a socio-cultural perspective with the help of artifacts and mediating tools. The issues researched are; (i) “How do organizations mediate and anchor common values, and how does this affect the work with values?”, and (ii) “How can mediation and anchoring in organizations be understood from a socio-cultural perspective, focusing on artifacts and mediating tools?”.I have via e-mail interviewed four people working with HR in four different organizations. When analyzing the empirical data, I have been inspired by phenomenographic analysis selecting and focusing on important concepts, similarities, and differences in the responses from the informants. Within the socio-cultural perspective, the key aspects are communication and, above all, language. Artifacts and mediating tools may be considered intellectual or physical tools that we develop together with others through our thoughts and language. Values in organizations can be regarded as one such artifact or tool. The informants in the study consider work on values being a successful way to control and guide its organizations, particularly noting the importance of participation and commitment of all employees. Further, an important factor for the work on values to be overall successful, the work needs to be established and secured at all stages and in all processes. For a clear and interpretive leadership to build trust among the employees, decisions need to be based on a designed value system. With the socio-cultural perspective and artifacts and mediating tools, communication and knowledge appeared to be of great importance, which strengthens the thesis that mediating and anchoring is a prerequisite for the work on values to be meaningful. The intellectual tools provide a way to manage and control through language, and relating to values is a prerequisite to be part of an organization.

This was a study of the personal values of selected secondary teachers and principals as related to (1) the principals' evaluations of teacher success, (2) years of teaching experience and (3) level of educational preparation.

<p>The paper will clear out the student perspective in order to examine students' attitude towards what would be important to touch on a matter of life. The essay will explore what is important for students to discuss and respond to their environment in schools and perceived to be relevant to talk about in life skills. There is an object which deals with gender and masculinity in the study. The study would examine whether a student perspective on life can affect the current knowledge of gender structures in the school. Qualitative research interviews were carried out in seven students in grade 9 at a school located in inner suburbs of Stockholm. In-terviews were of semi-structured nature and after transcription analyzed with hermeneutic and phe-nomenological method. A theoretical background of theories on life skills and other core subjects has also been behind the thesis conclusions.</p>

This dissertation is about the tension produced by competing value orientations in the nonprofit and voluntary sector (NVPS). Historically, American nonprofit organizations (NPOs) were imbued with an ideological privilege rooted in the utopian, religious beginnings of the sector and premised on existence of the NPVS as a “special set-apart place,” an arena of human action uncontaminated by both government and the market. Today, major financial, institutional, and cultural forces exert tremendous pressure on NPOs and, as a result, these groups have been thrust into a more competitive social system. How might nonprofits cope with these new challenges? In a review of the NPVS literature, I identify two suggestions commonly advocated by researchers and practitioners: (1) That NPOs remain true to the traditional, societal value orientation, or that (2) NPOs adopt a more market-oriented approach. The values and related assumptions of these orientations are detailed and this conceptual model is applied to the newsletters of twenty-one diverse nonprofit organizations. In what follows, I describe the clash of societal values and market values, explain the effects of the struggle between these combatants on contemporary NPOs, and demonstrate that this battle left rhetorical scars now evident in how nonprofits discuss four common organizational concerns—identity, trust, hierarchy, and mission. My overall finding is that nonprofit organizations have lost their presumptive ideological privilege as a result of the constant strain between societal and market values. In examining the implications of this thesis, I hold that the halcyon days of NPOs are not forever gone and, to that end, five communication strategies for modern nonprofit and voluntary organizations are offered. / text