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Value systems of young adults in East Asia and the West universal principles or relational rules? /Echter, Tamara L. January 2000 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2000. / Includes bibliographical references (leaves 200-220). Abstract also available via World Wide Web. Also available on microfiche.
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Value systems of young adults in East Asia and the West : universal principles or relational rules? /Echter, Tamara L. January 2000 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2000. / Includes bibliographical references (leaves 200-220). Abstract also available via World Wide Web. Also available on microfiche.
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Discovering a set of core values for Korean missionary training in Korean context for effective ministry in cross-cultural missions a case study of Global Missionary Training Center in Seoul, Korea /Ryoo, Gyoung-ae Lydia. January 2002 (has links)
Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 202-207).
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Discovering a set of core values for Korean missionary training in Korean context for effective ministry in cross-cultural missions a case study of Global Missionary Training Center in Seoul, Korea /Ryoo, Gyoung-ae Lydia. January 2002 (has links) (PDF)
Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 202-207).
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Discovering a set of core values for Korean missionary training in Korean context for effective ministry in cross-cultural missions a case study of Global Missionary Training Center in Seoul, Korea /Ryoo, Gyoung-ae Lydia. January 2002 (has links)
Thesis (D. Min.)--Trinity Evangelical Divinity School, 2002. / Abstract. Includes bibliographical references (leaves 202-207).
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Crouching learners, hidden values: Values in school mathematical literacy lessonsRughubar-Reddy, Sheena January 2012 (has links)
<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights  / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does  / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational  / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the  / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven  / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers  / integrate values into the Mathematical Literacy lessons while observing learnersâ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they  / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking  / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their  / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>
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Crouching learners, hidden values: Values in school mathematical literacy lessonsRughubar-Reddy, Sheena January 2012 (has links)
<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights  / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does  / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational  / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the  / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven  / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers  / integrate values into the Mathematical Literacy lessons while observing learnersâ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they  / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking  / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their  / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>
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Democracy and environment : rethinking our educational priorities /Goodlad, Stephen John. January 1999 (has links)
Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 185-196).
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Modelling institutional values transmission through a comparative case study of three schoolsTrubshaw, Donald Mark January 2014 (has links)
This thesis presents a model of institutional values transmission through cross-case analysis of values education undertaken in three UK secondary schools. Since the early 1980s a significant amount of research has been carried out on cultural transmission and the transmission of values, though it has focused on intergenerational transmission within families and the interaction between the school and the family in terms of converging and diverging values and worldviews. Very little work has been done on the process of transmission of values in schools or other organisations that is evidence-based. An increasing number of governments and organisations, as well as schools, are beginning to invest seriously in values education programmes, but whether the idea of values education is theoretically coherent is still disputed. Through an evaluation of the philosophical, psychological and sociological literature on values and employing phenomenological and semiotic analyses, a theory of values as transmissible entities is developed, which is then extended to a general concept of values transmission using the twin terms invocation and evocation, to denote modes of bringing value concepts to the awareness of an audience and of generating group cohesion through a shared experience linked to particular values, respectively, these terms themselves emerging from the theory of values. Through data collection, analysis and modelling of values education in three schools – a state comprehensive, a faith school and an independent – a plausible mechanism for institutional values transmission is developed. This mechanism integrates two partial models: a permeation-authority inculcation model of transmission flow with a resistance-transformation model of moral autonomy. At its heart it envisages a systemically robust cycle of institutional values discourse, institutional cultural expectations and the generation of a sense of community shored up by individual commitment. A two tier qualitative approach is used in this research, having both an inductive, theory generating phase of field research, data capture and analysis, and a deductive, hypothesis-led confirmatory phase. The inductive phase uses a case study format and cross-case analysis, providing data for analysis and for testing a set of hypotheses in the deductive phase. The development of a mechanism for institutional values transmission is carried out using an institutional model of the schools as a data collection and analytical instrument, based on three structural aspects: an authority hierarchy; an interiority/exteriority duality in the institutional lived-experience; and a system hierarchy. Multiple data collection and analytic methods are employed in each case study, in order to build up a ‘three-dimensional’ picture of the transmission of values in each school. Both comparative and iterative cross-case analyses are carried out. The findings emerging from the case studies suggest the following tentative conclusions: schools have varying degrees of awareness of the values that they impart, although all consider values education to be an important part of what they do and to impact on student performance and behaviour; while there is some explicit values-oriented pedagogy, most teaching of values is implicit; schools with greater ethnic diversity have more challenges to build a cohesive community, as this is at odds with the ‘spontaneous sociality’ of the pupils; there is a broad convergence on the same values found most widely distributed throughout schools across the widest range possible with respect to forms of governance, educational philosophy and demography. The findings carry a number of pedagogical implications: general support is found for explicit values education programmes and the linking between behavioural standards and academic achievement; the importance of the development of a ‘moral community’ around the ethos of the school and the creation of opportunities for multiple belonging is highlighted; and resistance to institutional authority structures is explored for its significant potential for transformation to an acceptance of institutional values.
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Exploring the shared meaning of being at one's best in workAddicott, Colleen January 2016 (has links)
This research takes an iterative multiple case study approach and seeks new insight from common language in the workplace - specifically exploring what we mean when we say that we're at our best in work. Being at your best is a common term in the workplace but one that is not reflected in the academic literature. Given that it is commonly used, perhaps there is a common or shared meaning. Exploring that shared meaning could help identify how to get more from individuals and support the development of positive workplaces. There are three strands to this research thesis. Firstly, the notion of being at one's best is introduced. The literature review identifies an overlap in the concepts of work performance, engagement and commitment. These three concepts are complex and have challenges of definition and measurement. It is suggested that being at one's best can be understood as involving high performance, engagement and commitment and will involve factors that are consistent to each of the three concepts. The overlap of the concepts is demonstrated in the pilot studies undertaken in three retail stores: the highest performing store; the store with the highest staff engagement survey results; and the store with the longest serving (committed) staff. Interviews, wordlists and questionnaires were interrogated and consistent themes across the 3 contexts formed a tentative framework of positive subjective states and positive behavioural patterns. Secondly, this thesis explores the possibility of a shared meaning of being at one's best - extending the research to wider organisations. Further case studies are undertaken involving a total of 154 individuals in: a highly engaged hotel team; a high performing executive search team; the top performing shop managers in one company; and a study of individuals with at least five years' service and intending to stay in their jobs. The common experiences of these individuals form the refined framework that describes being at one's best in terms of: Positive subjective states (feelings); Positive behavioural patterns; and values. Individuals were feeling positive about themselves, their job, and their colleagues. They also showed positive behaviours related to achieving, supporting, and interacting. The connection between an individual's values and their work was also highlighted as playing a role in being at one's. The third and final strand of the research is the opportunity to reflect on techniques used to explore shared meaning. There is little consistency in the literature regarding how to explore shared meaning. The iterative approach of this research allowed for reflection on: interviews, questionnaires, word lists, focus groups and mental model activities as potential techniques for exploring shared meaning. The reflections provide insight regarding each technique and lead to the suggestion that focus groups are used earlier in the process of exploring shared meaning in the future.
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