This study looks at art education as an essential component of education and the place of values education within it. My observations in a Grade 5/6 art class within an elementary school in a working class district of Montreal attempt to identify some of the factors that contribute to value awareness. I observed children at work over a period of seven weeks, and use the data to present a picture of the ways in which art activities influence value awareness in the classroom. General discussions on some theories on values and art education initiate my study. The finding is that art activities contribute to an awareness of personal, social, cultural, aesthetic, and moral values and validate my claim that art education can be used to develop value awareness.

The purpose of this study was to provide descriptive information about values education programs in Texas elementary schools for policy makers, curriculum directors, and educators. Insight into this contemporary issue is augmented by exploring (a) commercially or locally developed values programs that are in place in schools, (b) the relationship between student and school district demographics and values education programs, (c) the role that different interest groups have in the introduction of values education programs, and (d) the extent to which values education programs are accepted by different groups.

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This study attempted to determine the principal's role in fostering democratic values in schools, which will enable learners to participate meaningfully in society / as well as to suggest attainable recommendations to empower school principals to form or maintain democratically run learning organizations. International and local research has shown that it is widely accepted that schools are important training grounds for democratic practices, because schooling is the largest and most important collective enterprise undertaken in modern societies. It therefore has the potential to have greater influence on values, skills and work habits than any other public institution.

This study attempted to determine the principal's role in fostering democratic values in schools, which will enable learners to participate meaningfully in society / as well as to suggest attainable recommendations to empower school principals to form or maintain democratically run learning organizations. International and local research has shown that it is widely accepted that schools are important training grounds for democratic practices, because schooling is the largest and most important collective enterprise undertaken in modern societies. It therefore has the potential to have greater influence on values, skills and work habits than any other public institution.

This study highlighted the educators understanding of their role, the priorities that they deemed important and the practices they employed to promote in their learners the values and virtues fit for citizens of a democratic society.

This study highlighted the educators understanding of their role, the priorities that they deemed important and the practices they employed to promote in their learners the values and virtues fit for citizens of a democratic society.

Magister Educationis - MEd / This study highlighted the educators understanding of their role, the priorities that they deemed important and the practices they employed to promote in their learners the values and virtues fit for citizens of a democratic society. / South Africa