Relevant bibliographies by topics / Educational Beliefs and Values

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational Beliefs and Values'

Author: Grafiati
Published: 9 March 2023
Last updated: 19 July 2025

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Journal articles on the topic "Educational Beliefs and Values"

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Watson, Brenda, Alex McEwen, and Earl Robinson. "Evangelical Beliefs and Educational Values." British Journal of Educational Studies 44, no. 2 (1996): 237. http://dx.doi.org/10.2307/3121749.

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Hernandez, Diley, Shaheen Rana, Meltem Alemdar, Analía Rao, and Marion Usselman. "Latino parents’ educational values and STEM beliefs." Journal for Multicultural Education 10, no. 3 (2016): 354–67. http://dx.doi.org/10.1108/jme-12-2015-0042.

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Purpose This paper aims to provide a snapshot of K-12 Latino families’ beliefs about education, their awareness and interest in science, technology, engineering and math (STEM) careers and their perceived educational challenges. It builds on the existent body of literature by dispelling pervasive notions that Latino parents do not value education. It contributes to the field by providing evidence of Latino parents’ beliefs, awareness and interest in STEM careers for their children. Design/methodology/approach This study reports the results of a focus group needs assessment conducted with Latino parents, surveys and interviews collected for three years during Latino family-focused events. Findings Surveyed parents thought children should attend college to prepare for a better future and career decisions should be dependent on their preference and vocation. They believed STEM careers were important for the Latino community and reported talking to their children about having a job in STEM. Parents perceived several challenges for their children’s education, such as cost, immigration status, lack of information and language barriers. Practical implications Stereotypes regarding Latino family’s beliefs about education have implications for how school systems, educational gatekeepers and stakeholders perceive these students’ opportunities. This paper discredits the perception that Latino parents are not interested in their children attending college or pursuing STEM careers. Originality/value There is a dearth of information about Latino families’ perceptions of their children’s educational goals, knowledge of STEM careers and their interest in such fields. This paper provides a fundamental step toward filling that gap.
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Heng, Yang. "Educational Beliefs, Core Values, And Professional Ability Among Chinese University Teachers." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 21–30. https://doi.org/10.70979/pueu9791.

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This study takes Chinese university teachers as the survey object, considering gender, age, years of service, education and other factors, to explore the relationship between their educational beliefs, core values and professional competence. The survey results show that teachers generally hold strong educational beliefs, in particular the value placed on student-centred learning and whole-person education, including academic achievement and all-round development. Core values such as fairness, integrity and rigor are given priority in teaching. However, the emphasis on intercultural communication skills and continuing professional development is significantly inadequate. Female teachers scored significantly higher than male teachers on educational beliefs, core values, and professional competence, suggesting the need for tailored strategies to address these differences. The study highlights a significant positive correlation between educational beliefs, core values, and professional competencies, suggesting that strengthening these areas can lead to an overall improvement in educational quality and inform higher education policy in China.
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Grubbs, Jeffrey B. "Helping Pre-Service Art Teachers Confront their Pedagogical Belief Systems." International Journal for Innovation Education and Research 2, no. 10 (2014): 8–20. http://dx.doi.org/10.31686/ijier.vol2.iss10.243.

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People are behaviorally and psychologically complex to a point that we cannot separate ourselves from our values, beliefs, and assumptions; they affect every part of our lives. In education, beliefs influence what, why, and how something is taught. The many threads of teacher belief literature have deepened our understanding of the teaching phenomenon for many decades. This article suggests that educational quality can be improved if teachers would analyze their own educational belief systems more systematically and comprehensively. The article gives a brief history of teacher belief research and suggests a framework by which teachers could analyze their thinking, beliefs, or assumptions. The article finishes with an example of how one professor integrated teacher belief research into a college course helping pre-service art educators analyze their conflicting belief systems.
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Çelik, Raşit, Fatih Koca, and İbrahim Dadandi. "The Role of Self-Efficacy and Educational Beliefs in Democratic Values: The Case of Turkish Pre-Service Teachers." Athens Journal of Education 9, no. 4 (2022): 559–74. http://dx.doi.org/10.30958/aje.9-4-2.

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The purpose of this study is to examine the role of self-efficacy and educational beliefs in relation to democratic values, while focusing on Turkish pre-service teachers. 382 pre-service teachers from a public university in Turkey have voluntarily participated in this study and responded to a series of research instruments provided by the Educational Belief, Teacher Sense of Self-Efficacy and Democratic Values Scales. The results revealed that higher self-efficacy belief is positively associated with higher democratic values among pre-service teachers who endorse contemporary philosophical approaches to education. Keywords: higher education, democracy, philosophy of education, teacher education
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Selfia, Ana, Khermarinah Khermarinah, and Wenny Aulia Sari. "Nilai Kajian Kepercayaan Masyarakat Terhadap Cerita Puyang Serunting di Desa Rantau Panjang Kecamatan Semidang Alas Kabupaten Seluma Kajian Antropologi Sastra." LITERATUR: Jurnal Bahasa, Sastra dan Pengajaran 5, no. 1 (2024): 115–21. https://doi.org/10.31539/literatur.v5i1.12659.

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ABSTRACT This study aims to explore the values of community beliefs regarding the legend and grave of Puyang Serunting in Rantau Panjang Village, as well as the functions of these beliefs within the community. The research employs a descriptive qualitative method, utilizing both primary and secondary data. Data collection techniques include observation, interviews, and documentation. The findings reveal five functions of the belief system: 1) reinforcing religious emotions; 2) serving as a system of imaginary projection; 3) acting as an educational tool for children or adolescents; 4) providing a rational folk explanation for incomprehensible natural phenomena; and 5) offering comfort to those affected by misfortune. The study identifies four key values of community beliefs: 1) religious value; 2) customary value; 3) traditional value; and 4) social value. Among these, social value is the most prominent, as it aligns with the legend of Puyang Serunting Sakti, also known as “Si Pahit Lidah” (The Bitter Tongue), whose mystical power makes his words come true. The belief in his powers has fostered social cohesion and remains influential to this day, reinforcing other values such as customs, traditions, and religious practices within the community. In conclusion, the people of Rantau Panjang Village believe in the legend and grave of Puyang Serunting Sakti through customary, traditional, and social values, with social value being the most dominant as it strengthens community bonds. This belief system functions to reinforce religious emotions, educate children, explain natural phenomena, and provide comfort in times of misfortune. Keywords: Serunting Sakti legend, Community Beliefs, Grave.
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Dai, David Yun, and Robin M. Schader. "Decisions Regarding Music Training: Parental Beliefs and Values." Gifted Child Quarterly 46, no. 2 (2002): 135–44. http://dx.doi.org/10.1177/001698620204600206.

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Gürşimşek, IşIk, and Melek GöreGenli. "HUMANISTIC ATTITUDES, VALUES, SYSTEM JUSTIFICATION, AND CONTROL BELIEFS IN A TURKISH SAMPLE." Social Behavior and Personality: an international journal 34, no. 7 (2006): 747–58. http://dx.doi.org/10.2224/sbp.2006.34.7.747.

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The values, humanistic attitudes, perceived democratic level and justification of the educational system and personal control beliefs about the educational system in Turkey were investigated. The sample consisted of 211 teacher candidates and 155 teachers from different public schools in İzmir. Data were gathered using the Polarity Scale (Tomkins, Stone, & Schaffner, 1988), Schwartz Value Scale (Sagiv & Schwartz, 1995), and the following three scales which were developed for this study: Perceived Democracy in Education System Scale, Control Beliefs Scale, and System Justification Scale. Results demonstrate significant differences between the teachers and teacher candidates for control beliefs, system justification, and some dimensions of Schwartz's Value Scale. Also age and sex are seen to be related to humanistic values and perceived democratic level of the educational system. Multiple correlations are determined between the beliefs, values, and attitudes of participants in relation to different dimensions of the education system. The results are discussed in relation to democratic education.
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Karakaya, Yunus Emre, Fatih Mehmet Ugurlu, İsmail Polatcan, Metin Yilmaz, and Tamer Karademir. "Educational Beliefs of Prospective Physical Education and Sports Teachers." Journal of Educational Issues 7, no. 2 (2021): 321. http://dx.doi.org/10.5296/jei.v7i2.19109.

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This study was conducted to reveal the educational beliefs of prospective physical education and sports teachers, who receive education at the higher education level in Turkey, according to dependent and independent variables. Within this scope, the “Educational Belief Scale” was used to collect the data from 359 prospective teachers. The data collected from the sample were first analyzed by SPSS 22.0 package software. In the correlation analysis, it was observed that the “Educational Beliefs Scale” and the progressivism subscale were correlated very strongly and positively, which was the strongest correlation in the analysis (r = 0.918; p < 0.05). In the regression analysis, four different model structures were created, where it was determined that the subscale with the highest prediction power for the “Educational Beliefs Scale” was the progressivism subscale that predicted 84% of the variance of the “Educational Beliefs Scale” (R2 = 0.840). In conclusion, it was discovered that the prospective teachers did not internalize the fundamentalism, which is included in the traditional educational philosophy. Significant responsibilities fall on the shoulders of academics and decision-makers to enable prospective teachers to save the valuable sections of basic information and values of the past and transfer them to new generations while approaching teaching with a perspective that promotes the potential of new generations in building a better civilization upon the achievements of past generations.
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Gayo, Gellie Mae C., Marie Mitchelle Dan B. Cadiz, Joseph L. Torres, and Gersey Dave M. Lomod. "Integrating Values Clarification into Contemporary Values Education." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 474–82. https://doi.org/10.5281/zenodo.15468229.

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<strong>Abstract:</strong> &nbsp; Values clarification is an important pedagogical strategy that supports individuals, particularly students, in identifying, evaluating, and internalizing their personal values. This approach is essential in shaping ethical decision-making, enhancing self-awareness, and developing moral reasoning. This research paper explores the concept of values clarification by examining its philosophical and theoretical foundations, key methodologies, and practical applications in educational settings. Employing a systematic review of scholarly literature, the study investigates how values clarification fosters critical thinking, empathy, and ethical responsibility among learners. It highlights the role of educators in facilitating reflective practices that allow students to explore their beliefs, make informed decisions, and develop a stronger sense of identity and purpose. The paper also discusses the integration of values clarification with traditional moral instruction and contemporary educational frameworks, advocating for a holistic approach to values education. Furthermore, the study acknowledges potential criticisms and challenges, such as cultural relativism and subjectivity in moral reasoning. The research concludes that values clarification, when combined with structured moral education, offers a balanced and effective strategy for cultivating character and promoting responsible citizenship in an increasingly complex society. &nbsp; <em>Keywords:</em> Values Clarification, Moral Education, Ethical Decision-Making, Educational Philosophy, Character Formation, Reflective Learning
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Dissertations / Theses on the topic "Educational Beliefs and Values"

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Pacheco, Schweitzer Marisel. "Parental beliefs, values, and knowledge affecting kindergarten readiness among Latino children." Thesis, Northern Arizona University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252101.

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<p> For decades, researchers have investigated strengths and challenges promoting early healthy childhood development, in terms of physical, social emotional and linguistic aspects, for a variety of children groups in the United States. Due to the limited availability of research on the Latino population, addressing the needs of the growing population of Latino children throughout the United States is challenging. Latino students living in the United States are academically behind students of other ethnicities. In 2011, Latinos were identified as the largest and fastest growing minority group in the U.S. with the lowest education attainment levels. Unfortunately, less than 50% of Latino children are less likely to be enrolled in early childhood programs.</p><p> The purpose of this research was to examine the Latino parents&rsquo; beliefs, values and knowledge affecting their decision-making process in opting to send their children to Early childhood programs (ECPs), impacting their readiness for school. Both quantitative and qualitative data were gathered from Latino parent/guardians, Preschool to first grade teachers, and administrators from 9 schools in a school district in Phoenix, Arizona and analyzed. Qualitative data were collected in the form of in-depth interviews and surveys as sources of data from participants. Qualitative data were analyzed using two cycles of coding and represented through matrices. Quantitative data were analyzed using a descriptive analytical method. Five themes emerged that informed the research questions.</p><p> Findings of this study suggested that capitalizing on the Latino parents&rsquo; cultural wealth can help district administrators and policy makers to maximize opportunities for this growing minority group to increase their readiness to kindergarten and success in school. It is important to increase access to high quality early programs to help children begin kindergarten with the necessary tools to succeed in school and in life.</p>
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Riggs, C. Anne. "Values & beliefs in science & technology education." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/771372/.

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The motivation for this thesis arose from personal dissatisfaction with the way I was tutoring in-service courses on biotechnology for teachers. Biotechnology is a area of science and technology which raises many controversial issues and I felt unable to discuss in a meaningful way such issues. I therefore began to research into the inclusion of value issues in science and technology education. The literature indicated that values are fundamental in decision-making and that values are a consequence of the beliefs, constructs or frameworks of meaning people hold. A study of the literature about the nature of technology and science was followed by a brief review of the inclusion of values in education. The area for the research was identified as educators' beliefs and perceptions about science and technology and the influence of these on the inclusion of awareness of values in teaching. Adopting an interpretive methodology, in-depth interviews were the main research technique but the interview questions were derived from the quantitative analysis of a questionnaire. The main research findings indicate that educators believe that science is socially constructed knowledge and that all aspects of technology are value-laden, yet the same educators present a positivistic, impersonal view of science and the only values addressed in technology are relate to economics and marketability. It is postulated that an impersonal, deterministic image of science and technology is not conducive to the inclusion of a wide range of values. In the concluding chapters the need for educators to reflect on their beliefs is emphasised and possible ways to do this explored.
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Nicholls, Daniel J. "An interpretive exploration of beliefs and values related to professional practice in educational psychology." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117465.

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In 2006 a new training route for Educational Psychologists (EPs) was introduced, which extended the entry criteria to applicants from a range of professional backgrounds. The related literature indicates that this was a contentious issue. The aim of the current study is to explore the relationship between the role of the EP and professional background using an interpretive methodology. Twelve participants were interviewed using a semi-structured interview format. The participants were four EPs, four primary Special Educational Needs Co-ordinators (SENCos), three secondary SENCos and a Portage Worker. The aim of the study is also to establish what skills and qualities the participants perceive to be necessary to be an effective and credible practitioner. Following analysis of the interview data, a number of themes emerged. In terms of desirable EP attributes, the participants’ responses fell into three broad categories, interpersonal skills, psychological skills and other qualities. The participants perceived the EP role as either expert or collaborative, although some expressed a degree of uncertainty about the nature of the role. All of the participants alluded to a link between experience and credibility, although the nature of desirable experience varied between personal and professional experience. Participants who viewed the role of the EP within an expert model favoured teaching experience over other forms of pre-training experience. The second stage of this study is set in the context of the recent changes to the initial training of Educational Psychologists (EPs). The broad aim of the study is to explore beliefs that are held in relation to the relationship between the role of the EP and professional background. In particular, stage two aims to explore the participants’ belief systems in greater depth. It was therefore deemed that Personal Construct Psychology (PCP) would provide an appropriate psychological framework to inform the design of the study and interpretation of the data. Six of the twelve participants who were interviewed at stage one of this study participated in follow-up interviews using a self-characterisation technique. Their responses were laddered in order to elicit superordinate constructs, until an end point was agreed upon between participant and researcher, which are referred to as ‘core constructs’. The data were clustered in relation to the themes arising from stage one, resulting in six clusters, collaboration, motivation and applying psychology being ranked as most important for EPs. The use of PCP as a theoretical framework has provided a psychological perspective from which to address beliefs regarding the professional background of EPs.
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Geizer, Peter Thomas. "Exploring the beliefs, values and mission of educational institutions within Christian Outreach Centre Australia." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/8f4bdd2de0b482c87b2fceb96dac9b844b78698382b3ffd6f290b039ac3245fc/5761155/201408_Peter_Geizer.pdf.

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This study considers the organisational culture of four P-12 schools operated by the Christian Outreach Centre (COC), in Australia, by exploring the cultural dimensions of school beliefs, values and mission. The research is significant for informing the aims of values education in Australia and the development of education within a Charismatic and Pentecostal religious tradition...
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Corral, Nadine Esther. "Dealing with complexity and ambiguity: The nature and influence of educational values and beliefs on administrative decision making." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186752.

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Changing societal needs and concerns about the educational status of America's students have spawned nation-wide reform efforts. Many of these have targeted principals' practices. This study was focused on one set of variables important in understanding these practices, namely, educational values and beliefs. The participants* in this study were eight elementary school principals whose schools were representative of the linguistic, ethnic, and economic diversity of the community in which the study was conducted. Data regarding decision making events involving complex or ambiguous school issues were obtained from a questionnaire and an interview with each principal. Areas of examination included (a) types of issues perceived as complex or ambiguous, (b) values and beliefs about these issues, (c) the influence of values and beliefs on decisions about these issues, (d) other factors influencing decisions, (e) the use of values and beliefs in responding to these factors, (f) how dealing with these issues affected values and beliefs, and (g) how values and beliefs were used to define roles. Qualitative techniques were used to analyze data: content analysis, Flanagan's (1954) Critical Incident Technique, and interaction schemas. A conceptual model was developed as a framework for analyzing and interpreting interview data. These principals perceived the most complex school issues to originate at the building level, and the most ambiguous at the district level. Principals used educational values and beliefs to clarify goals, guide and evaluate action, and validate judgment. They differed in factors they attempted to influence, goals they established, and problem solving strategies they selected. Understanding the nature and influence of educational values and beliefs on decisions about complex or ambiguous school issues is significant in furthering research on principals' practices, and helping to clarify the kind of vision needed for successful students and effective schools. Note*. "Participants" was selected instead of "subjects" because the researcher was describing phenomena rather than attempting to manipulate variables. By providing information and feedback, these principals participated in the development of a conceptual model and confirmation of the data analysis.
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Faaulufalega, Tailetai Pale. "How does Culture Impact on Educational Leadership in Samoa?" The University of Waikato, 2008. http://hdl.handle.net/10289/2260.

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The aim of this research was to explore the relationship between culture and the educational leadership of six secondary school principals in Samoa. Educational leadership is a bounded process and is subject to the cultural traditions and values of the society in which it is exercised. To date, no research has been undertaken on this topic in Samoa. This qualitative study used a semi-structured interview process to gather data from the secondary school principals who had been principals for more than three years in government schools. It also sought to explore how professional development of the principals might be undertaken. The principals in this study were interviewed both face-to-face and by telephone. The findings revealed that culture significantly impacted on their leadership. The matai culture was particularly influential. For example, respect, Christianity, role modelling and the importance of using the Samoan language to communicate within the school context were all influential. The findings also revealed the effective leadership styles applicable to Samoan school context in relation to indigenous cultural leadership. For example, inclusive/consensus/collaborative leadership style that is practiced in Samoan culture is effectively used by principals to lead schools. The organisational culture of the Ministry of Education Sports and Culture in Samoa (MESC) also considerably impacts on educational leadership. For example, the policies from the MESC sometimes contradict with the practice of the principals, such as the principal's practice of corporal punishment is a crime in the MESC and United Nation policies. This research also revealed the gap between the western models of leadership and the Samoan indigenous cultural context and leadership practice by the principals. Therefore, all the principals involved in this study positively engaged with their Samoan cultural values and beliefs to lead schools effectively. However some Samoan indigenous cultural values and beliefs impact negatively on the education system. They need to be considered so as not to inhibit the development of educational leadership of Samoan principals. Today's education has grown rapidly in terms of technology therefore educational leaders must adapt and change their leadership. Principals must be professionally trained so that they would lead effectively. According to Smith (1992, p. 9) To change education is to change society
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Giles, Jody A. "An exploration of the relationships among epistemological beliefs, educational values, political orientation, demographics, and attitude toward charter school enrollment /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594482221&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Ionides, Maria. "Values and beliefs held about parenting and education by school staff and parents of pupils with special educational needs in the context of home-school collaboration." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5210/.

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Effective collaboration between school staff and parents of children identified as having special educational needs is considered to be an essential component of the child’s successful education. Differences in beliefs and perspectives adopted by the school staff and parents play an important role in the process of collaboration. However, little is known about the precise relationship between the beliefs and the process of collaboration. The purpose of this study was to explore the values and beliefs held by the school staff and parents in the areas of parenting and education. The study also explored the link between these beliefs and the process of collaboration within four parent-teacher dyads from mainstream primary schools. Focus groups and semi-structured interviews based on repertory grid technique were used. The findings highlighted an overall similarity in the participants’ views on collaboration and in their important beliefs about parenting and education. At the same time, differences in perspectives adopted by parents and teachers were also identified. The author discusses how these differences in perspectives are manifested in the process of collaboration from the point of Cultural Capital Theory. The factors such as power differentials, trust between parents and teachers, and limited resources and constraints of educational system are highlighted. Implication for practice for teachers and educational psychologists are discussed.
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Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.
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Choi, Young Mi. "An Investigation of the Cultural Values and Beliefs in English Textbooks in Korea." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/1715.

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The purpose of his study was to investigate cultural values and beliefs embedded in high school English textbooks currently used in Korea. Specifically, this study addressed the following questions: (1) What Korean cultural values and beliefs are conveyed to youth in high school English textbooks? (2) How do the textbooks' discourse and visuals convey these messages? For the study, five reading textbooks approved by the Ministry of Education (MOE) in Korea, were analyzed. Critical discourse analysis (CDA) was adopted as a main approach to investigate what cultural values and beliefs were presented in the selected chapters in these textbooks. The texts were analyzed as a whole, then on the sentence levels, and the word level. First, the themes in the chapters were examined and discussed by looking at narratives, images, and the choice of certain vocabulary. For the further analysis of linguistic features in the texts, the Mood systems, modality, and the use of personal pronouns were investigated. Four themes were found to convey what the authors or Korean society value and believe as ideal objectives for Korean youth: pursuing a successful life, getting a good job, having a positive mind and persistence, and mastering English for a career purpose. In addition, certain images and word choices supported and strengthened the authors' view on the topic. The analysis also revealed that certain linguistic features contributed authority and certainty to the authors: the frequent use of imperative and declarative mood, the frequent use of modal verbs expressing a strong degree of certainty, and the use of certain personal pronouns that established the relationship between the authors and the readers. The study shows that the texts situate the reader (Korean youths) in a position where they are expected to conform to social norms, restrain themselves, and remain blindly optimistic while ignoring their own interest, curiosities, and critical thoughts.
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Books on the topic "Educational Beliefs and Values"

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Earl, Robinson, ed. Evangelical beliefs and educational values. Avebury, 1995.

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Benson, Peter L. Sharing the faith: The beliefs and values of Catholic high school teachers. National Catholic Educational Association, 1985.

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Citizens, of the future their faiths beliefs and values (Conference) (2003). 'Citizens of the future - their faiths, beliefs and values': Conference report. Keswick Hall RE Centre, 2003.

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Williams, Margaret Ruth. School refusal: An exploration of the range of professional values within an Local Education Authority Psychological Service, and the ways in which these values and beliefs may influence service delivery. University of Birmingham, 2000.

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Newby, Michael. Beliefs and values. [Kingston Polytechnic], 1992.

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Veronica, Williams, ed. Revalues project four five: The report of a project on beliefs and values in education in years four and five of the secondary school. Christian Education Movement, 1991.

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Williams, Veronica. Caring beliefs-valued people: Beliefs and values concerning relationships. Christian Education Movement, 1991.

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James, Griffin. Value judgement: Improving our ethical beliefs. Clarendon Press, 1996.

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Williams, Veronica. Human beliefs - personal values: Beliefs concerning self,addiction,prejudice and disablement. Christian Education Movement, 1991.

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International, Zogby, and Arab Thought Foundation, eds. What arabs think: Values, beliefs and concerns. Zogby International, 2002.

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Book chapters on the topic "Educational Beliefs and Values"

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Moloney, Mary, and Eucharia McCarthy. "Attitudes, values and beliefs." In Intentional Leadership for Effective Inclusion in Early Childhood Education and Care. Routledge, 2018. http://dx.doi.org/10.4324/9781315107219-3.

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Balundė, Audra, Mykolas Simas Poškus, Lina Jovarauskaitė, et al. "Values, Beliefs and Environmental Citizenship." In Environmental Discourses in Science Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-20249-1_6.

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Balbachevsky, Elizabeth. "Values and Beliefs in Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_339.

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Balbachevsky, Elizabeth. "Values and Beliefs in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_339-1.

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Abdul-Samad, Shahida. "Facilitating Values Education Leadership Through Discovery of Personal Beliefs and Values." In International Research Handbook on Values Education and Student Wellbeing. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_27.

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Hestner, Åke, and Lovisa Sumpter. "Beliefs and Values in Upper Secondary School Students’ Mathematical Reasoning." In Views and Beliefs in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01273-1_8.

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Schiepe-Tiska, Anja, Nina Roczen, Katharina Müller, Manfred Prenzel, and Jonathan Osborne. "Science-Related Outcomes: Attitudes, Motivation, Value Beliefs, Strategies." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_12.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Using Data as a Source of Reflection in a Feedback Loop." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_5.

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AbstractThis chapter considers recent policy trends toward evidence-based practices in Arizona, the U.S., and across the globe. The rise in the use of “scientific” evidence for educational policymaking rests on two common beliefs about knowledge: (1) the belief that school knowledge is universal, and (2) the belief that empirical evidence or data is the primary indicator of knowledge and learning. Recent U.S. policies have reflected the importance of data or numeric evidence from externalized evaluations to guide school decisions. Internationally, multinational organizations, such as the World Bank, have also made evidence-based policymaking a priority both in their own work as influential research and policy organizations as well as their members. Yet there are cautions against this particular use of evidence to replace professional judgement and the wider democratic deliberation about the aims, ends and content of education. Our school development project considers evidence-based values and humanistic, democratic values at tension. School development participants applied a balanced perspective on data with numerical evidence subordinated to educational values, using all as a source of reflection and growth. The chapter, thus, defines data as information that educators, school teams, and other agency members use to inform professional judgement and influence.
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Serpell, Robert, and Dorothy Adamson-Holley. "African Socialization Values and Nonformal Educational Practices: Child Development, Parental Beliefs, and Educational Innovation in Rural Zambia." In Laboring and Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-032-2_22.

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Serpell, Robert, and Dorothy Adamson-Holley. "African Socialization Values and Nonformal Educational Practices: Child Development, Parental Beliefs, and Educational Innovation in Rural Zambia." In Labouring and Learning. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-97-2_22-1.

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Conference papers on the topic "Educational Beliefs and Values"

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Pesout, Ondra, John Nietfeld, Rayne Sperling, Barbora Brenkova, and Jaroslav Rican. "TEACHER DECISIONS ABOUT EDUCATIONAL GAME INTEGRATION: THE ROLE OF SUBJECTIVE VALUE, TEACHER EPISTEMIC BELIEFS, AND RESEARCH EVIDENCE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1815.

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Delibaltova, Vasya, and Maria Petkova. "PROFESSIONAL VALUES AND BELIEFS OF STUDENTS IN INITIAL TEACHER EDUCATION AND INITIAL TEACHER TRAINING: A COMPARATIVE ANALYSIS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1519.

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Hoeg, Darren. "Values and Beliefs of STEM Education in Canada." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1435382.

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Schulte, Carsten, Sue Sentance, Sören Sparmann, et al. "Values and Beliefs Underpinning K-12 Computing Education." In ITiCSE 2024: Innovation and Technology in Computer Science Education. ACM, 2024. http://dx.doi.org/10.1145/3649405.3659532.

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Heller, Patricia, Kenneth Heller, Charles R. Henderson, H. Vincent Kuo, and Edit Yerushalmi. "Instructors’ Beliefs and Values about Learning Problem Solving." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.005.

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Vidmar, Anja, Janja Jerebic, and Vesna Novak. "Primerjalna analiza vidikov ravnanja s starejšimi zaposlenimi v velikih podjetjih v Sloveniji." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.73.

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The aging of society is an important achievement of civilization but at the same time a major organizational challenge. Knowing the specific needs of older people and adapting jobs accordingly, will help companies to retain important skills, be step ahead of the competition and take the path towards sustainable development and progress. By conducting a comparative analysis of aspects of treatment of the elderly employees in large companies in Slovenia, we found more or less consistent pattern of positive and negative beliefs about older employees. On the other hand, it has been shown that companies are now more aware of the importance of implementing voluntary measures (workplace health management, education and training, culture and relations within the company).
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Samfira, Elena Mirela. "Do Teachers Really Want To Change Their Beliefs Related To Education?" In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.81.

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O'Leary, Phil. "New Model to Evaluate Values, Beliefs and Assumptions in the Recognition of Prior Learning." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16073.

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This research will present the model created for a study on the Recognition of Prior Learning (RPL) in Ireland. This study aimed to identify the values, beliefs, and assumptions operating in RPL between the Assessor, Mentor and Candidate in higher education (HE). A critical constructivist grounded theory; this paper is focused on the conceptual framework used for the research which adapted Van Kleef’s (2007) model of RPL with Schein’s (2004) model of organizational culture. Schwartz (2012) theory of values also helped with analysis of any values in the data. Findings show that similar value systems operate in RPL, with honesty as the primary value, and fairness, openness, and equity also present. The remaining findings and conclusions show that RPL is a challenging field of practice and that resources and training are essential. The assumptions show RPL requires the standards to be upheld.
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Janah, Miftahul, and Itmam Rakhman. "Internalization and Actualization of Nationalism Values in Trijaya Tegal College Beliefs." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303727.

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Ogungbemi, Olamide. "Integrating Computational and Digital Literacies in Teacher Education: Understanding Faculty Values and Beliefs." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2106165.

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Reports on the topic "Educational Beliefs and Values"

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Cullman, Georgina, James Gibbs, Elizabeth Johnson, Melina F. Laverty, Liza Murphy, and Eleanor J. Sterling. Why is Biodiversity Important? American Museum of Natural History, 2003. http://dx.doi.org/10.5531/cbc.ncep.0007.

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Biodiversity is important to many aspects of our lives for various reasons. The value of biodiversity is highly categorized, although there are two main classifications: utilitarian value (defined by use) and intrinsic value (the inherent worth of an organism). Utilitarian values are further broken down into direct use values (goods e.g., food, clothing, medicine), indirect use values (services e.g., pollination, spiritual beliefs, scientific and educational value), and non-use values (e.g., potential value, bequest value). The values we place on biodiversity are highly important in making conservation decisions.
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Haider, Huma. Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.131.

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Political culture is the values, beliefs, and emotions that members of a society express about the political regime and their role in it (Pickering, 2022, p. 5). Norms, values, attitudes and practices considered integral to a “culture of democracy”, according to the Council of Europe, include: a commitment to public deliberation, discussion, and the free expression of opinions; a commitment to electoral rules; the rule of law; and the protection of minority rights; peaceful conflict resolution. The consolidation of democracy involves not only institutional change, but also instilling a democratic culture in a society (Balčytienė, 2021). Research on democratic consolidation in various countries in Central and Eastern Europe (CEE) finds that a key impediment to consolidation is the persistence of old, authoritarian political culture that undermines political and civic participation. This rapid review looks at aspects of democratic culture and potential ways to foster it, focusing on educational initiatives and opportunities for civic action — which comprise much of the literature on developing the values, attitudes and behaviours of democracy. Discussion on the strengthening of democratic institutions or assistance to electoral processes is outside the scope of the report.
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De Abreu, Belinha. Skills for Life: Media Literacy and Critical Thinking. Inter-American Development Bank, 2021. https://doi.org/10.18235/0003779.

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Media literacy education is a tool for combating mis/disinformation in a time where there is so much uncertainty. The lack of credible news means that we are left with news stories driven by propaganda, misinformation, or manipulated content and even fiction or just fallacy. This impacts every person in every situation and influences the conversations, policy, and beliefs whether we are talking about race, gender, economics of poverty, climate, and so much more. This paper takes the reader through explaining the value of this instruction, the process of understanding the key questions of media literacy, as well as recommendations for assessments and further dialogue. The purpose is to encourage readers to consider the use of these media literacy skills in educational and community settings to help the public better understand how to manage various mediated environments.
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Bilous, Oksana. FEATURES OF ADVERTISING IN WESTERN UKRAINIAN PRESS. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12173.

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In the article, advertising communication is explored in the context of socio-political, socio-economic, and cultural-legal processes in Eastern Galicia (1919–1939); The ideological and educational concept of advertising materials is outlined, and the features of shaping Ukrainian civic-state consciousness, national and universal moral-spiritual values, interethnic mutual respect, and tolerance under the influence of press advertising are characterized. In the four chapters of the monograph, a comprehensive study of the essence of Ukrainian press advertising communication in Eastern Galicia is conducted for the first time in the field of journalism science. Iryna Nironovych introduced documents and unpublished materials from eight Ukrainian and Polish archival funds into scientific circulation that are directly related to the development of advertising in Western Ukrainian press. The monograph characterizes the national dominant of press advertising discourse in the conditions of Ukrainian nation’s statelessness. After analyzing advertising in 23 newspapers and magazines, the author of the monograph revealed the specific features of creating information-rich, morally ethical advertising content based on Ukrainian ethnonational principles within the territory of the Polish state. The author also justified the necessity of advertising communication as a means of promoting social solidarity and shaping high moral and spiritual values, as well as humanistic worldview and national beliefs among advertisers and consumers. The monograph characterizes not only the content of information about products and services (verbal and non-verbal parameters) but also the mental traits that, in the conditions of the Polish state, contributed to the promotion of Ukrainian moral and spiritual values. Advertising serves a complex of functions that are essential for meeting the economic, social, cultural, and moral-spiritual needs of the human community. In the conditions of the Second Polish Republic, the situation of Ukrainians motivated advertisers to seek a special socio-psychological, educational, regulatory, and ideological approach to creating advertising. The article emphasizes that advertising announcements with elements of national-patriotic coloring encompassed two components – informational and ideological. Advertising for Ukrainian books on historical topics, magazines, and public organizations carried an enlightening and educational, as well as an emotionally informative character. Press advertising communication in the fields of industrial and agricultural production, trade, household services, and cultural and artistic life served as an emotionally rational factor in strengthening the information-psychological structure of the Ukrainian national community.
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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and support democratic and participatory governance”2. Such programs have been found “to help shape personal efficacy (i.e., an individual’s belief in their ability to effect change, political participation, and tolerance”3. Furthermore, “educational tools as such have proven to foster individuals' desistance from terrorist groups and ideologies by broadening the scope of their political values, ideals, and concepts (e.g., justice, honor, freedom) and by introducing alternative perspectives and worldviews”4. In D.rad’s WP10, the focus is on civic education programs that adopt a participatory approach. This means involving all participants in expressing their ideas and bringing about change. Specifically, these methods empower marginalized voices, promoting civic engagement, problem-solving, and networking. Using techniques like role-plays and interactive tools, these programs foster critical thinking, empathy, democratic literacy, active citizenship, resilience, and socio-emotional learning. Critical thinking involves making reliable judgments based on sound information. It includes steps like asking questions, gathering relevant data, and considering various perspectives. Research shows a positive link between critical thinking and personal efficacy. Empathy is vital in civic and peace education. It means understanding and resonating with others' emotions. Pedagogical approaches like group work and cooperative tasks nurture empathy, as well as exposure to diverse choices and scenarios. Democratic literacy involves recognizing, valuing, and respecting all individuals as legitimate members of society. Non-formal education, like theatre, is a powerful way to engage communities in raising awareness and fostering democratic literacy. Active citizenship means actively participating in one's local community with values like respect, inclusion, and assistance. Educational programs equip participants with skills and knowledge for resilient societies built on trust. Resilience is the ability to bounce back from challenges, a crucial skill in personal development against extremist ideologies. Research links resilience to pro-social behaviour and life satisfaction. Civic education fosters pro-social behaviour through empathy and voluntary actions that benefit others. Socio-emotional learning (SEL) includes five key components: self-awareness, self-management, responsible decision making, social awareness, and relationship skills. Through SEL, individuals understand and regulate emotions, set positive goals, show empathy, build healthy relationships, and make responsible choices. Effective SEL training leads to improved academic performance and positive attitudes. It reduces disruptive behaviours and disciplinary issues. Educators prioritize SEL through activities that encourage communication, cooperation, emotional regulation, empathy, and self-control. Against this background, the final goal of WP10 was to foster social cohesion, democratic literacy, active citizenship and a shared sense of belonging to counteract tendencies of grievance, alienation and polarisation through the development of a participatory role-play targeting community organizations, youth centres, social/educational workers and interested citizens. WP10 was carried out in three parallel and complementary phases:- project partners involved in the WP (EURAC – Bolzano/Bozen, AUP – Paris, FUB – Berlin, BILGI – Istanbul and PRONI – Brcko) analysed civic education programs implemented in their countries to combat radicalisation and violent extremism in order to highlight approaches, practices and challenges that needed to be taken into account in the development of WP10’s toolkit; EURAC complemented such analysis with an overall recognition of existing programmes at EU level and beyond; - WP partners also contacted experts (academics, practitioners, NGO-leaders, public officers at the Ministry of Justice, social workers) in the field of de-radicalisation, civic-education, cultural mediation and theatrical methods to provide both feedback on challenges faced in past projects and opinions on the role-play developed in the framework of WP10; - EURAC, assisted by project partners and external experts developed a role-play as a preventive tool for youth radicalisation; WP partners then tested the role-play in their respective countries to collect feedback on its implementation and effectiveness. The role-play thus developed, called “In Search of the Lost Past”, is a civic education game encourages participants to reflect on available choices, avoiding adverse and/or violent outcomes. It aims to enhance critical thinking skills in problem-solving and understanding diverse perspectives. Accordingly, it fosters open-mindedness and respect for diversities and alternative worldviews while expanding participants' understanding of values, ideals, and concepts like justice, honour, and freedom. Participants collectively reconstruct stories through backwards journeys, starting from possible endings and envisioning earlier events from assigned character viewpoints. Through embodying diverse profiles and exploring various choice pathways, this reverse storytelling method prompts contemplation on decisions and their nuanced repercussions. Although all stories share a common finale, participants shape unique, parallel narratives based on distinct character perspectives. This imaginative process elucidates how personal experiences shape worldviews and life trajectories. This imaginative process serves to illuminate how personal experiences contribute to the formation of worldviews and life trajectories. Post-activity discussions centre around the decisions made and their far-reaching implications, emphasizing alternative approaches to challenging issues. Stepping into different mindsets not only cultivates empathy but also fortifies critical analysis skills among participants. "In Search of the Lost Past" serves as a dynamic platform for exploring and understanding the complex interplay of choices, perspectives, and outcomes. Reconstructing the past helps us be open to new and diverse futures.
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List, John, Julie Pernaudet, and Dana Suskind. It All Starts with Beliefs: Addressing the Roots of Educational Inequities by Shifting Parental Beliefs. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29394.

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Dizon-Ross, Rebecca. Parents' Beliefs About Their Children's Academic Ability: Implications for Educational Investments. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24610.

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Choi, Young Mi. An Investigation of the Cultural Values and Beliefs in English Textbooks in Korea. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1714.

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Smith, S. D. Sharpening the Theater Engagement Plan (TEP) Focus: The Impact of Higher Order Beliefs and Values. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada401135.

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Huneidi, Laila. The Values, Beliefs, and Attitudes of Elites in Jordan towards Political, Social, and Economic Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2016.

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