This study examined the values, competencies, and goals of educators
related to preventing drug abuse. Its purpose was to develop a new theory to
define the crisis moral community among the educators: a theory which linked
the primary variables (values, competencies, and goals) in such a way as to
reveal their relationships.
Twenty rural educators who had participated in a drug education training
program, were surveyed using two instruments: one which examined their
perceived competencies to conduct drug education and one which examined
their values related to four imagined conflict situations. The relationship
between the two assessments linked the teachers' values to their perceived
level of competency and the goal of their drug education program.
The face value of the data permitted the development of a finer
description of the three linked variables. Not only do the variables covary; they
also transform as they move from simple to complex (values), random to
purposeful (competencies), and information-only to enfranchisement (goals).
The primary result supports a crisis among the educators surveyed.
The substantive conclusion is the development of enfranchisement theory
as a higher order method for preventing drug abuse. Enfranchisement theory
establishes a critical horizon that explains the failure of many drug education
programs (DARE, for example) and proposes a values set, level of educator
competency, and program goals for effective drug education. / Graduation date: 1995
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/34952 |
| Date | 09 February 1995 |
| Creators | Holmes, Donald Clifford |
| Contributors | Engel, Joanne B. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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