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This study aims at finding out values in the curriculum of formal schooling and private tutoring in China’s context. Value is an important component of education. As schools’ values have great influence on students’ developing values, it is significant to study values experienced by students in both formal schooling and private tutoring. The present study adopts a qualitative research method with case studies of two secondary students who go to both public formal schools at weekdays and private tutorial institutes at weekends in Guangzhou, China. Data collection consists of documents and interviews. The present study identifies and analyzes stated values in the curriculum of both formal schooling and private tutoring and values perceived by students. Comparison between these two educational systems is drawn. Also, comparison between stated values and perceived values are being made. Distinctive differences in values between formal schooling and private tutoring are identified as collectivism vs. individualism, curriculum for moral education vs. nil curriculum for moral education, and non-consumerism vs. consumerism. The two systems also share similar values such as quality and efficiency on teaching and learning and success on scores. There are some gaps between what educational institutes claim and what students perceive in practice. They are all-round development vs. all-subject development on exam success, student-centre development vs. economic efficiency and aspirations in life vs. success in realistic world. The findings suggest a need to rethink the educational aims in an era of transformation in China. / published_or_final_version / Education / Master / Master of Education

Conceivably there has never been a better time to talk about character and moral education than now, especially in light of the critical need to better serve our society, our nation, and our world. The development of any society or nation is measured on its moral values, and this study explores the values acquisition in a school. It attempts to answer the question: What values have students acquired from their schooling experiences, and what are elements of the school that had contributed to this process? This study aims to add to the fuller picture of values education in Hong Kong through a thick description of the culture of a local secondary school named Wah Yan College, Kowloon (WYK). To unearth the intricacies of student beliefs and practices, I have stayed in the field for a year to gain "native experience" of life at WYK. The direct contact and discussions with students and alumni had enabled me to untangle the web surrounding the meanings students attach to values as a concept. Through observation of the school life at the case school, I began to appreciate how students negotiate these meanings. The purpose of this study was to capture the unique world of a school, hence a variety of methods including interviews, observation, and document analysis were adopted. Values are acquired by students in a variety of ways at WYK. Students do not only learn in the classroom, but also beyond their classrooms through non-study activities, where they are encouraged, or even required, to make decisions on their own, with no repercussions. There are more than ninety student clubs and societies at WYK, which provide students opportunities to develop wide interests, activities and responsibilities, as well as their knowledge and skills, via their experiences in these non-study activities. This liberal way of values teaching enables students to become autonomous learners in learning a set of values rather than being a passive recipient of the values taught in school. Moreover, spending their formative years at WYK, students are cultivated with a sense of identity among themselves. A tradition is formed this way, special to WYK, from generation to generation. Values that are core to this family are not easily lost, even after students graduate. The characteristics of WYK habitus included: holism, consistency, and continuity. The values WYK upheld, and subsequently taught to and acquired by its students were conducted in a holistic fashion via different "subsequent experiences" - in the forms of lessons, gatherings and extra-curricular activities. This process of value acquisition through the activities and experiences of everyday life at WYK serves as a living example of habitus. While it followed the same pattern of many other habitus, one cannot expect the case of WYK to be replicated overnight. The elements of its habitus can be identified and the model be re-produced. They can be used by schools and educators alike who would like to breed the kinds of values they prefer. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

D.Phil. / Schools are sites of values education. This thesis argues that teachers need to be prepared systematically in a programme for the infusion of values into the curriculum. The inquiry investigated such a programme of teacher development in which teachers‘ participation was examined with a view of examining the design of the programme and to make recommendations for revision and refinement of the programme. The main research question that guided this inquiry was, ―How do teachers engage with the ACE programme and how is this engagement1 made visible in their practice and their discourse?‖ This research question addresses both teachers‘ understanding (personal meaning making) or ―internalisation‖ in Vygotskian parlance (Vygotsky, 1986), their transfer from their own understanding to action in learning environments and the activation of specific values that they hold dear. Ultimately this research question pertains to how design principles are activated in the programme for teacher development and also how they may need to be amended as a result of the understanding that comes from the inquiry. The object of the inquiry was thus the teachers and their interaction with this ACE programme, the design principles of which were the elements of the ACE programme that were ultimately examined as they played out in the teachers‘ learning and practice. I employed a design-based research process, using both quantitative and qualitative methods of data collection. The sources of data included questionnaires, observations, interviews, journals and photographs.

伍美蓮. / 呈交日期: 2003年1月. / 論文(哲學博士)-香港中文大学, 2002. / 參考文獻 (p. 227-241). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 1 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wu Meilian. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-241).

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.

This dissertation Is an investigation of educators' perceptions and practices of the key Constitutional Values in the Bojanala West Region High Schools. South Africa is experiencing an alarming increase of crime related incidents, such as, lack of accountability, dishonesty, violence and injustice, which is an indication of a decline in morality and values. Schools have their own problems, such as, lack of discipline and respect for authority especially by learners. The great challenge for education is for schools to transfer to learners not only the ability to learn and acquire skills for an increasingly complex world. It is also to ' assist in the building of character. Surely we all want our children to become adults who are caring, tolerant, fair, and respectful. We want our children to know and uphold the principles of; Democracy, Social justice and equity, Equality, Non-racism and Non-sexism, Ubuntu, An Open society, Accountability, The rule of law, Respect and Reconciliation. This is perhaps the expectation of parents and the South African Government alike. Data were collected from several sources. Questionnaires were distributed to High School educators in the four Area Project Offices in the Bojanala West Region, and structured interviews· were conducted. The findings indicated that educators agree that emphasis on the teaching of values is a solution to violence, social problems and lack of respect in our society, they further agree that the school has an important role to play in the teaching and imparting of the constitutional values to the learners. The interview responses indicated that educators are not aware of the existence of the Constitutional . values and the educational strategies to help them infuse the values into the curriculum, most of them indicated that they rely on their own Initiatives to Impart values to learners. Furthermore, the majority of educators interviewed Indicated that any attempt to give prominence to values in education should be done through the existing curriculum framework and not become an added imposition. / (M.Ed.) North West University, Mafikeng Campus, 2006

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.

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