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Descriptors:
Educational Research; Scientific Methodology; Psychologists; Social Values; Educational Psychology; Counselor Role; Interviews; Epistemology; Philosophy

Abstract:
Outcomes of interviews with seven educational psychologists, focused on issues of epistemological and ontological positioning, are reported. The interviews were conducted within a qualitative, biographical research paradigm which examines the ways in which a person's meaning-making is impacted upon by all aspects of their life experience. Thematic analysis suggests most participants are ambivalent about the scientific basis of their work and the contribution of peer reviewed research to their practice, and they regard the utility or social value of their professional practice as more important than its congruence with a recognised evidence base. This standpoint is compared to the philosophical position of pragmatism, which resists the assumptions of realist perspectives and contests the primacy of scientific methodology and methods in the establishment of knowledge claims. Implications for the professional practice of educational psychologists beyond the present study are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Principals; Grounded Theory; Catholic Schools; Catholics; Private Schools; Sustainability; Administrator Attitudes; Program Effectiveness; Semi Structured Interviews; Welfare Services; Questionnaires; Clergy; Service Learning; Cooperation; Social Values

Abstract:
This research project sought to learn how solidarity education is manifested in Chilean Catholic schools, considering the perspectives of school principals, programme directors and pastoral teams. Eleven Chilean schools were studied and the information gathering techniques applied included: a questionnaire, semi-structured individual interviews and group interviews. The grounded theory model was used to analyse the data. The results describe contexts of emerging solidarity education strategies and one perceives a variety of degrees of effort, bi-directional fields of action and traditional attitudes associated with charity. There is an overall sense of solidarity-in-transition, ranging from welfare-oriented action to promotional activities, channelled through training processes. Strengths, weaknesses, challenges and the need for outside support for the schools are highlighted in order to assure effectiveness and sustainability for the programmes. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Education; Foreign Countries; Models; Public Policy; Educational Policy; Policy Formation; Extended School Day; Extended School Year; Administrative Principles; Educational Trends; Trend Analysis; Politics of Education; Change Strategies; Educational Change; Social Theories; Social Values

Abstract:
New Labour's extended schools initiative added to existing models of community schooling. The paper identifies the key principles behind extended schooling, making comparisons with historical models and contemporary trends in community education. Part one examines New Labour's use of extended schools to deliver their social policy agenda. Part two focuses on alternative models of community schooling used in England and Scotland, suggesting alternative solutions to issues of social disadvantage and educational underachievement. Part three examines the European tradition of social pedagogy exploring the potential contributions it brings to educational and welfare practice in England given the new Government's approach to localism and the "Big Society". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Kindergarten; Foreign Countries; Educational Change; Social Values; Moral Values; Power Structure; Discourse Analysis; Educational History; Global Approach; School Readiness; Social Change

Abstract:
This article examines the relevance of postcolonialism in early childhood education, with special reference to the kindergarten education system of South Korea. Most of the research on Korean kindergarten education has conceptualized it as preparing children for their later schooling and helping them learn the moral and social values most desired by society. In order to problematize such a monolithic conceptualization of kindergarten education, this article intends to reconceptualize it by analysing Korean kindergarten education in the context of its postcolonial condition. Using a postcolonial framework and Foucault's concepts of power and discourse, this article provides significant insights into reclaiming kindergarten education as a historical, cultural, and discursive product. With a specific focus on different conceptions of "readiness" as an example, how kindergarten education in Korea has become hybrid through postcolonial experiences is further elaborated. (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Ecology; Environmental Education; Natural Resources; Social Values; Recreational Activities; Social Change; Disproportionate Representation; Use Studies; Trend Analysis; Social Indicators; Physical Environment; Public Policy; Policy Analysis; Measurement; Sociometric Techniques; Comparative Analysis; Conservation (Environment); Wildlife; Forestry

Abstract:
A societal decision to protect over 9 million acres of land and water for its wilderness character in the early 1960s reflected US wealth in natural resources, pride in the nation's cultural history and our commitment to the well-being of future generations to both experience wild nature and enjoy benefits flowing from these natural ecosystems. There is no question that our relationship with wilderness has changed. Individually it is probably quite easy to examine differences in the role wilderness plays in the quality of our lives today compared to some previous time. But how the role of wilderness protection has changed for society is more difficult to describe. In only a few places do we have data across multiple decades that would allow us to even examine how users or their use may have changed over time. At the Boundary Waters Canoe Area Wilderness in northern Minnesota we are fortunate to have multiple studies that can give us some 40 years of insight into how some aspects of use have changed there. For example, an analysis of results of visitor studies at the Boundary Waters Canoe Area Wilderness in 1969, 1991 and 2007 reveal some big differences in who is out there today, most notably the presence of a much older, more experienced and better educated user population, almost exclusively white and predominantly male. It is time to decide whether the best thing for wilderness and or society is to try to restore historic patterns of use (to include younger people, the less wealthy and lower educated) in greater numbers, to try to identify new markets within growing underrepresented populations, or adapt our perception of wilderness stewardship to better include planning for emerging social values of a new generation with other indicators of well-being. A growing population with greater dependence on ecosystem services provided by protected nature could lead to wilderness protection becoming an important quantitative and qualitative element of quality of life indices in the very near future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Homosexuality; Counseling Techniques; Counselors; Social Values; Moral Values; Religion; Religious Factors; Sexual Orientation; Ethics; Spiritual Development; Cultural Influences; Conflict; Coping; Counselor Client Relationship

Abstract:
Counselors and lesbian and gay clients experience parallel values conflicts between religious beliefs/spirituality and sexual orientation. This article uses critical thinking to assist counselors to integrate religious/spiritual beliefs with professional ethical codes. Clients are assisted to integrate religious/spiritual beliefs with sexual orientation. (Contains 1 figure.)

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Descriptors:
Affirmative Action; Civil Rights; Court Litigation; Courts; Judges; Social Values; Researchers; United States History; Minority Group Students

Abstract:
Good research does not mean good policy, but policy or legal conclusions that rely on false assumptions are certain to be bad. When the rights of U.S. students of color are at stake, the Supreme Courts need the best research findings the country can offer. The U.S. Constitution contains sweeping and undefined terms. Reaching a conclusion about the meaning of the great 14th Amendment guarantee of "equal protection of the laws" depends on the Court's understanding of complex facts about complex universities and the extraordinary role they play in contemporary society. Today, the Courts must determine what rights created after the Civil War mean in a society now far more diverse than during the first two centuries of U.S. history. During the civil rights era, there was a solid majority on the Court who believed that a history of discrimination and inequality meant that race-conscious action was essential if Americans were to achieve genuine equal opportunity in a society where Black and Latino students have always had unequal preparation. Conservative governments, however, insisted that affirmative policies were no longer needed and were unfair to Whites, and their judicial appointments led the courts to give much more attention to this issue. When the highest court in the land is seriously considering overturning its precedents by reinterpreting the facts about a number of these issues just a decade after it supposedly settled the question of affirmative action, it is critical to try to put what one has learned in research before the judges who decide the issue. The Civil Rights Project convened a group of researchers to create a brief on the issue of whether any nonracial alternative, such as socioeconomic status, could produce diverse campuses. Because the majority of the Court had affirmed the educational and social value of integrated education, this was likely to be the central question in a decision. The brief was developed in an ongoing intellectual exchange of a group of leading researchers identifying the most important research and data to place before the Court. There were, of course, many briefs submitted by different higher education associations and universities, civil rights groups and others, and a much smaller number opposing affirmative action. The Supreme Court does not have to pay attention to any of them, but they are there as a possible basis for the decision. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Foreign Countries; Mathematics Education; Mathematics Skills; Student Attitudes; Student Motivation; Social Attitudes; Social Values; Cultural Influences; Cultural Differences; Mathematics Achievement

Abstract:
Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be "good" at mathematics, a notion that is all too often reinforced by adults who believe the same thing. There is a serious gap between how Americans value math generally and how they value math for their own enrichment. Most American middle school students (84 percent) would rather clean their rooms, eat their vegetables, take out the garbage and go to the dentist than do their math homework. Yet these same students say they want to do better in math (67 percent) and that doing well in math is important to them (94 percent). In addition, 62 percent of parents say it is crucial for most of today's students to learn high-level math, like advanced algebra and calculus. Only 32 percent of parents, however, say their child's school should teach more math and science. On the other hand, students--and teachers--in other countries have a more positive perception of math. When teachers were asked what factors may influence students' performance in mathematics, 41 percent of American teachers believed that innate intelligence was more important than studying hard, which was just the opposite of Chinese teachers. One study found that fifth graders from the U.S. believe math is all about numbers, memorization and knowing the "rules," while fifth graders from Taiwan believe math is about knowing how to use the rules and develop flexible solutions. (Contains 5 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (350K)

Descriptors:
Academic Achievement; Cultural Background; Self Esteem; Content Analysis; Reputation; College Freshmen; Social Values; Reference Groups; Decision Making; Student Needs; Socioeconomic Background; Social Status; Intelligence; Gender Differences; College Choice; Student Motivation; Social Influences; Cultural Influences; Discourse Analysis; Qualitative Research

Abstract:
Students face significant pressures in their decision about their career plan. These pressures are simultaneously internal and external, personal and social, individual and from the reference group. The present paper aims at understanding the reasons driving students' choices, perceived needs, and aspirations. Moreover, it discusses the major influences/pressures of the student's choice and tries to understand how choice is affected by the students' socioeconomic and cultural background and other factors such as institutional reputation or "professional heritage." The construction of the career plan is analyzed by applying a qualitative analysis methodology through content analysis of the freshmen discourses. The results point out the relevance of social status, intelligence, gender, competences, values, and interests of each person for the construction of his/her career plan. All these levels are highly influenced by self-esteem, which is closely related to the social value of career options and paths. The more central the variable self-esteem is, the less susceptible it will become to change other variables such as educational level, profession accessibility, or gender adequacy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Recognition (Achievement); Foreign Countries; Awards; Psychology; Social Values; Access to Health Care; Natural Disasters; Developing Nations; War

Abstract:
Presents a short biography of the winner of the American Psychological Association's International Humanitarian Award. The 2012 winner, John W. Thoburn, is an extraordinary psychologist who devotes himself consistently to service to underserved populations, especially in the aftermath of natural or human-induced disasters. He exemplifies a genuine commitment to rapid and meaningful response to the most challenging situations. For over 25 years, his dedication has taken him to Uganda, Bosnia, India, Sri Lanka, New Orleans, China, and Haiti, at his own personal expense and inconvenience. His approach is infused with his contextual view that all relevant individuals and systems must be included in efforts aimed at improving people's lives. He works in a calm, modest, and often humorous manner, and his innate traits of affability and flexibility consistently serve him well in his humanitarian efforts. Thoburn's Award citation and a selected bibliography are also presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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