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Articles de revues sur le sujet « Educational Beliefs and Values »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 31 juillet 2025

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1

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 Latin

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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 communicat

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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

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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 ap

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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) providin

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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

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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 stro

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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>   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 investi

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Satin, Sumiani. "Parennialism and Educational Goal." Journal of Innovation in Teaching and Instructional Media 4, no. 2 (2024): 112–25. http://dx.doi.org/10.52690/jitim.v4i2.749.

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Perennialism argues that values and norms are eternal or everlasting. These values and norms originate from ideas and concepts that have proven to be relevant and beneficial over the years. Perennialism looks back to the past not merely to reminisce about it; instead, they believe that axiomatic principles remain useful in the present time as they are unaffected by time. Perennialist philosophers argue that modern educational practices are crucial because they are based on the customs and cultures of the past, which hold values and ideals still relevant to the firm and just modern life. This a

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Martínez-Lalangui, Juan Alfredo, Lucy Andrade-Vargas, and Geovanna Salazar-Vallejo. "Educational evaluation and teachers' perceptions in Ecuador." Journal of Ecohumanism 3, no. 4 (2024): 1303–14. http://dx.doi.org/10.62754/joe.v3i4.3661.

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Educational assessment and teachers' perceptions are intrinsically intertwined in the educational environment. In this framework, teachers' beliefs and opinions about teaching and learning shape both their approach to student assessment and their interpretation of the results obtained. The article analyzes teachers' perceptions of the evaluative culture in relation to their beliefs, attitudes and ethical values. The present study, of an interpretivist nature, assumes a mixed methodological route, with a sequential exploratory design, supported by field techniques such as the survey and the int

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Lin, Xunyi, and Hui Li. "Chinese mothers’ profile which values both play and academics predicts better developmental outcome in young children." International Journal of Behavioral Development 43, no. 1 (2018): 61–66. http://dx.doi.org/10.1177/0165025418767062.

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Parental beliefs about play and learning are part of the “belief-context” of early childhood development and can thus make a key difference for the child. Previous studies have focused on cross-cultural comparisons, and therefore have neglected intra-cultural variations. This study sampled 163 Chinese mothers with children aged two to four years old ( M = 38.73 months, SD = 4.91) in south-eastern China, using the Chinese Parent Play Beliefs Scale, Home Play Activities Questionnaire and China Developmental Scale for Children. The latent profile analysis identified the three profiles of Chinese

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Siregar, Marni, Hetty WA Panggabean, Joseph Peter B. Regondola, and Marasi Aritonang. "Traditional Beliefs in Postpartum Care among Indonesian and Filipino Mothers: A Comparative Study." Iberoamerican Journal of Medicine 3, no. 3 (2021): 241–48. http://dx.doi.org/10.53986/ibjm.2021.0038.

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Introduction: This study was conducted to assess the traditional beliefs and practices in postpartum care among Indonesian and Filipino mothers to propose a program to improve maternal and child health. Methods: The study utilized a descriptive research design to Indonesian mother respondents (n=110) and Filipino mother-respondents (n=119) who were conveniently selected. Traditional beliefs focused on technological factors, religious and philosophical factors, kinship and social factors, cultural values, beliefs, lifestyles, political and legal factors, economic factors, and educational factor

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Marni, Siregar, WA Panggabean Hetty, Peter B. Regondola Joseph, and Marasi Aritonang Sri. "Traditional Beliefs in Postpartum Care among Indonesian and Filipino Mothers: A Comparative Study." Iberoamerican Journal of Medicine 3, no. 3 (2021): 241–48. https://doi.org/10.5281/zenodo.5036131.

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Introduction: This study was conducted to assess the traditional beliefs and practices in postpartum care among Indonesian and Filipino mothers to propose a program to improve maternal and child health. Methods: The study utilized a descriptive research design to Indonesian mother respondents (n=110) and Filipino mother-respondents (n=119) who were conveniently selected. Traditional beliefs focused on technological factors, religious and philosophical factors, kinship and social factors, cultural values, beliefs, lifestyles, political and legal factors, economic factors, and educational factor

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Pulverness, A. "Values, Philosophies and Beliefs in TESOL: Making a Statement." ELT Journal 65, no. 2 (2011): 196–98. http://dx.doi.org/10.1093/elt/ccr010.

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Pang, Valerie. "The Beliefs of Successful Asian American Pacific Islander Teachers: How Culture Is Embedded In Their Teaching." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 55–82. http://dx.doi.org/10.36650/nexus7.1_55-82_pang.

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Equal educational opportunity is highly dependent on the beliefs and abilities of teachers. However, there is a dearth of research on Asian American Pacific Islander (AAPI) education and the beliefs of successful AAPI educators. Their contributions have been marginalized in the field of education. This research studied the beliefs of nineteen AAPI educators of a successful low-income (82%), 98 percent minority (75% AAPI and 23% Latino) K–8 school. Student achievement levels are beyond what would be expected with an Academic Performance Index (API) of 860. Any score above 800 is considered exce

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Vlachou, Anastasia, and Smaragdi S. Tsirantonaki. "The Importance of School Principals’ Values towards the Inclusive Education of Disabled Students: Associations between Their Values and Knowledge, Beliefs, Attitudes and Practices." Education Sciences 13, no. 4 (2023): 360. http://dx.doi.org/10.3390/educsci13040360.

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The current paper presents part of a broader, large-scale study regarding inclusive education and educational leadership in Greece that highlights the decisive role that school principals’ values play into shaping inclusive education. Its proposed theoretical model, based on extensive bibliographical research, explores the relationships between values, and knowledge, beliefs, attitudes and practices regarding the education of disabled students, highlighting that school principals’ values influence their beliefs and attitudes, and by extension their inclusive practices. Thus, the current paper

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Court, Deborah, Liat Merav, and Etty Ornan. "Preschool teachers’ narratives: a window on personal‐professional history, values and beliefs." International Journal of Early Years Education 17, no. 3 (2009): 207–17. http://dx.doi.org/10.1080/09669760903424499.

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Busa, Aleth Yvonne B., and Renato S. Tancontian. "Learners’ Perceptions, Beliefs, Practices, And Experiences in Deped Core Values Inculcation: Inputs for Improvement." International Journal of Research and Innovation in Social Science IX, no. III (2025): 1365–95. https://doi.org/10.47772/ijriss.2025.90300108.

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In a rapidly changing and diverse world, where morality seems to deteriorate across the globe, the need for value-based learning is undeniably getting attention from officials and policy makers in educational institutions. In fact, educational institutions around the world recognize the need to revitalize values education and integration through curricular and co-curricular activities in school. It is for this reason that Southeast Asian Ministers of Education Organization (SEAMEO) has already initiated various projects that promote positive values among learners, teachers, and communities sin

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Castillo, Linda G., Polet M. Milian, Aileen Terrazas, Pamela Aguilar, and Da Hwin Kim. "Marianismo, Mental Health, and Educational Persistence of Latina STEM College Students." International Journal of Psychology and Educational Studies 10, no. 3 (2023): 588–96. http://dx.doi.org/10.52380/ijpes.2023.10.3.1004.

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In order to better assist Latinas in STEM, it is imperative to understand the impact of cultural values in their educational persistence. This study uses a national dataset of Latina STEM college students to examine the relationship between positive and negative marianismo beliefs and how this impacts mental health and educational persistence. Findings from the study demonstrated that endorsing positive aspects of marianismo beliefs benefited the educational persistence of Latinx STEM college students. Results can inform institutions on how to develop programs that increase Latina STEM student

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AL Musallami, Ainas Yousuf, and Mohammed Muneerali Thottoli. "The Cultural Values Domino Effect: How the Ball Rolls in Influencing University Students' Intentions to Take the Accounting Path." Indonesian Journal of Social Research (IJSR) 6, no. 1 (2024): 11–23. http://dx.doi.org/10.30997/ijsr.v6i1.395.

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Students' cultural values can significantly impact their decision to enroll in accounting courses. Some students could be discouraged from studying accounting because of a poor view of the field stemming from cultural expectations. A lack of solid cultural values (Aesthetic, social, symbolic, spiritual, and educational) can negatively affect students aspiring to become accountants. In this context, our study sets out to ascertain how cultural values affect college students' decisions to pursue careers in accounting. With this aim, employing a quantitative technique and a survey questionnaire w

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Fischer, Elisabeth, and Martin Hänze. "How do university teachers’ values and beliefs affect their teaching?" Educational Psychology 40, no. 3 (2019): 296–317. http://dx.doi.org/10.1080/01443410.2019.1675867.

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Hercz, Maria, Ferenc Pozsonyi, and Nikolett Takács. "Parental Thinking, Beliefs and Values: Establishing Entrepreneurial Skills in the Family." Discourse and Communication for Sustainable Education 10, no. 2 (2019): 129–41. http://dx.doi.org/10.2478/dcse-2019-0023.

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Abstract This present paper focuses on the pedagogical aspects of parents’ thinking in order to get acquainted with the ideal mindset for supporting the development of entrepreneurial competence, one of the key competencies of the 21st century. Our quantitative research applied a questionnaire with 101 items and a reliability of Cronbach-α=0.856, N=1,146. Respondents from different regions and social classes in Hungary filled in the forms. Results indicate that parents are aware of the 21st century ideal; however, their educational views suggest conservative practice, which is not as supportiv

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Lemnyuy, Bongajum Dora, Endelly Margaret Nalova, and Epiemembong Louis Ebong. "A Re-Think of a True Identity in Embracing and Practicing Western Culture(s) and Religion as Typical Bakweri, Manyu and Ugare people of the Anglophone Cameroon." American Journal of Education and Practice 7, no. 5 (2023): 17–37. http://dx.doi.org/10.47672/ajep.1697.

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Purpose: Western Education and Christian religion foundations and developments in Africa in general and Cameroon in Particular were laid and developed on African traditional education and religious practices and beliefs. Unfortunately, African traditional education, religious belief system and practices were brandished by colonial masters and Missionaries who introduced western education and Christian religious practices as fetish, uncivilized and paganic. All these allegations were from the stranger’s perspectives. Regrettably, those who engaged into the study of western education and practic

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Metzger, Scott Alan, and Meng-Jia Wu. "Commercial Teacher Selection Instruments: The Validity of Selecting Teachers Through Beliefs, Attitudes, and Values." Review of Educational Research 78, no. 4 (2008): 921–40. http://dx.doi.org/10.3102/0034654308323035.

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One influential hypothesis for what makes teachers effective contends that the best teachers share a particular set of values about education, such as commitment, caring, or persistence. To translate affective beliefs, attitudes, and values into practicable teacher selection, many schools have turned to commercial teacher hiring instruments. This article synthesizes 24 studies of the most prominent teacher selection instrument, Gallup’s Teacher Perceiver Interview (TPI). Overall, we find a modest relationship (r̄=.28) between the TPI and some measure of teaching quality. The article explores c

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Zieliński, Paweł. "Educational Ideals and Pedagogical Values in the Beliefs and Activity of Japanese Neo-Confucians." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 24 (2015): 61–76. http://dx.doi.org/10.16926/p.2015.24.04.

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Campbell, Frances A., Sue Goldstein, Earl S. Schaefer, and Craig T. Ramey. "Parental beliefs and values related to family risk, educational intervention, and child academic competence." Early Childhood Research Quarterly 6, no. 2 (1991): 167–82. http://dx.doi.org/10.1016/0885-2006(91)90005-6.

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Miles, Daniel, and Maximo Rossi. "Trust and Confidence in Institutions: Religious Beliefs and Educational Attainment." European Scientific Journal, ESJ 14, no. 17 (2018): 1. http://dx.doi.org/10.19044/esj.2018.v14n17p1.

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The main objective of the paper is the analysis of intergenerational or cultural transmission of religious values during adolescence in order to explain interpersonal trust and confidence in institutions in adulthood. Trust and confidence in institutions outcomes are examined using the International Social Survey Program (ISSP) 2008 Religion III survey. Overall, the results are in line with previous literature: religious intensity and educational attainment are significantly and positively correlated with trust and confidence in institutions. When instrumental variables are used, the results s

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Thamarasseri, Dr Ismail, and Ramdas K S. "CULTURAL AND EDUCATIONAL VALUES AMONG THE LEARNERS OF PERFORMING ARTS AT KERALA KALAMANDALAM." BSSS Journal of Education 13, no. 1 (2024): 48–66. http://dx.doi.org/10.51767/je1304.

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This study investigates how Kerala Kalamandalam, a renowned Indian institution, transmits cultural and educational values. It defines cultural values as shared beliefs shaping behaviour and understanding, while educational values guide learning towards intellectual development and cultural awareness. The research emphasizes the importance of understanding Kerala's rich history and artistic expression. By employing a mixed-method approach, the study examines how Kalamandalam utilizes performing arts to transmit these values. The findings reveal success in fostering cultural awareness, tradition

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Kirkham, Julie. "Meeting the child in Steiner Kindergartens: an exploration of beliefs, values and practices." Early Years 33, no. 3 (2013): 333–35. http://dx.doi.org/10.1080/09575146.2013.822160.

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Peng, Ju Guo, and Wu Wen-Chuan. "Exploring Teaching Beliefs, Efficacy, Innovation, and Organisational Atmosphere in Western China Universities." Journal of Law and Sustainable Development 12, no. 1 (2024): e2584. http://dx.doi.org/10.55908/sdgs.v12i1.2584.

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Background: In response to the challenges posed by the information economy, Chinese education, like many other global educational institutions, has undergone significant changes. The economic expansion and educational progress in China have led to an improvement in the country's overall educational standards. However, the economic disparities between the eastern and western regions have resulted in lower living standards in the western part of the country. Notably, there are substantial differences in economic and educational growth between the eastern and western regions, with the eastern reg

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Artikova, Yulduz Akmalovna. "Islamic Values: Yesterday And Today." American Journal of Social Science and Education Innovations 03, no. 02 (2021): 141–46. http://dx.doi.org/10.37547/tajssei/volume03issue02-22.

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This article provides information about the fact that Islamic culture and values in our country are reflected in the national traditions, and analyzes the use of Islam by those who promote various aggressive ideas under the guise of religion. According to historical data, all the scientists who grew up in Central Asia mastered both religious and secular knowledge and made scientific discoveries in this regard that have a place in world civilization. Importantly, the teachings of Islam, among other beliefs, have been recorded in scientific books for their benevolence towards non-believers, prom

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Abdillah, Syaik, and Nasrul Jum'ah. "Nilai Edukatif Q.S Al-Mumtahanah Ayat 7-9 Tentang Toleransi (Kajian Ilmu Pendidikan Islam)." Masagi 1, no. 1 (2022): 242–48. http://dx.doi.org/10.37968/masagi.v1i1.272.

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In Islam, Prophet Muhammad (peace be upon him) is the foremost exemplar in religious life, renowned for his high tolerance towards those with differing and opposing beliefs. This study is motivated by the lack of awareness regarding intolerant behavior towards differing beliefs, which leads to discrimination and radicalism in Indonesia. Consequently, the research aims to offer an understanding of Islamic Education Science as outlined in Surah Al-Mumtahanah verses 7-9 concerning tolerance. The objectives of this study are to describe: (1) the educational values of Surah Al-Mumtahanah verses 7-9

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Mcnaughton, Susan, Mark Barrow, Warwick Bagg, and Stanley Frielick. "Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping." Journal of Medical Education and Curricular Development 3 (January 2016): JMECD.S30079. http://dx.doi.org/10.4137/jmecd.s30079.

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Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students’ beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students’ changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students’ perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstra

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Rodriguez, Barbara L., and Lesley B. Olswang. "Mexican-American and Anglo-American Mothers’ Beliefs and Values About Child Rearing, Education, and Language Impairment." American Journal of Speech-Language Pathology 12, no. 4 (2003): 452–62. http://dx.doi.org/10.1044/1058-0360(2003/091).

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This study investigated the cross-cultural and intracultural diversity of mothers’ beliefs and values regarding child rearing, education, and the causes of language impairment. Thirty Mexican-American and 30 Anglo-American mothers of children with language impairments completed 2 questionnaires, and 10 randomly selected mothers from each group participated in an interview. In addition, the Mexican-American mothers completed an acculturation rating scale. Results indicated that Mexican-American mothers held more strongly traditional, authoritarian, and conforming educational and child rearing b

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Sulestri, Abdul Aziz, Mohamad Fathurohman, Nur Rohmah Hayati, and Dhiya Ayu Tsamrotul Ihtiari. "Harmony of Monotheism in Becekan Rajab: Exploration of Islamic Education Values in the Mystical Tradition of Javanese Society." Jurnal Pendidikan Multikultural Indonesia 6, no. 2 (2024): 96–107. http://dx.doi.org/10.23887/jpmu.v6i2.65032.

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The society's beliefs in Java regarding traditions related to Islamic education values can be diverse and complex due to Java's rich cultural and historical background with various beliefs. Therefore, it is important to note that each group or community in Java may have different perspectives on traditions and Islamic educational values. This research aims to analyze the history, process, and Islamic educational values found in the Becekan Rajab tradition in Javanese society. The research uses a qualitative method with field research. The results of the study show that the Becekan tradition hi

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Adamonienė, Rūta, Lienite Litavniece, Laima Ruibytė, and Evelina Viduolienė. "Influence of individual and organisational variables on the perception of organisational values." Engineering Management in Production and Services 13, no. 2 (2021): 7–17. http://dx.doi.org/10.2478/emj-2021-0008.

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Abstract A favourable organisational culture founded on the values of employees and organisation leaders must be created to achieve goals, innovate and maintain a well-functioning organisation. Knowing these values and how they are influenced by various factors, such as age, the length of service, and the nature of work, must help to change employee beliefs, norms and behaviour patterns in a way that helps to achieve greater organisational success and efficiency. The study sample size consisted of 172 employees of educational institutions and 242 employees from municipal organisations. Occupat

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Kay, William K. "Ludwig Wittgenstein: beliefs, values and world religions." Journal of Beliefs & Values 19, no. 1 (1998): 123–26. http://dx.doi.org/10.1080/1361767980190111.

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Kilby, Ben. "'why teachers’ beliefs and values are important in p4c research: a victorian perspective." childhood & philosophy 15 (January 30, 2019): 01–19. http://dx.doi.org/10.12957/childphilo.2019.37500.

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This paper argues that there is an absence of current research in Philosophy for Children (P4C) that focusses on teachers’ perspectives, particularly in relation to their beliefs and values. The paper will look briefly at the programmatics of P4C, and its current mandated status in the education system in the state of Victoria, Australia. It will then move to exploring how the study of teachers’ perspectives, through analyses of their beliefs and values, adds significant value in education, particularly in the context of P4C. It concludes by analysing some recent P4C research that has begun to

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Rofiq, Asngadi, and Khurotul A�yuni. "ANALISIS NILAI-NILAI EDUKATIF DALAM NOVEL TULANG RUSUK MENUJU SURGA KARYA MELLYANA DHIAN (TINJAUAN PSIKOLOGI SASTRA)." Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam 2, no. 01 (2021): 27. http://dx.doi.org/10.30739/tarbiyatuna.v2i01.973.

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Novels as a form of literary work are expected to produce positive values for their readers, so that they can be sensitive to problems related to social life and encourage good behavior. Novels usually tell about the realities of human life with the surrounding environment. The limitations of the problem in this study focused on the analysis of educational values (religious values and moral values) and aspects of literary psychology in the main character in mellyana Dhian's novel Ribs to Heaven. While the purpose of this study is to analyze educational values in Novel Ribs Towards Heaven By Me

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Sinaga, Fajry Subhaan Syah, Emah Winangsit, and Agung Dwi Putra. "Pendidikan, Seni, dan Budaya: Entitas Lokal dalam Peradaban Manusia Masa Kini." Virtuoso: Jurnal Pengkajian dan Penciptaan Musik 4, no. 2 (2021): 104–10. http://dx.doi.org/10.26740/vt.v4n2.p104-110.

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Humanizing and civilizing society is one manifestation of education as a cultural process. The educational process allows for the exchange of information between subjective, intersubjective, and intrasubjective and inherits the nature of values, knowledge, and beliefs that function as a guide to meet human needs in the context of local entities. This article is a conceptual research that discusses the educational process that can occur through several concepts, namely internalization, socialization, and enculturation. In the process, education can be done in formal, informal, or non-formal way

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Kurniawan, Redite, and Zulkarnain. "Inscribing Faith: Students’ Portrayal of Islamic Beliefs in Writing." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 11, no. 2 (2023): 149–72. http://dx.doi.org/10.15642/jpai.2023.11.2.149-172.

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This study explores the dynamic interplay between religious education and students' expressive writing, focusing on the diverse ways in which their faith is manifested in their written reflections. It examines the impact of Aqidah Akhlaq lessons on students' religious expression, taking into account the influence of the madrasah educational environment, individual differences, and societal factors. Data were collected from a cohort of 24 ninth-grade students at MTs. Integrated Ar-Roihan Lawang Malang, comprising both female and male participants, and analyzed to identify patterns of religious

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Potanina, Leila T., Julia V. Koinova-Zoellner, and Tatyana V. Sklyarova. "Teachers’ Readiness to Develop Students’ Moral Concepts in Innovative Educational Contexts." Integration of Education 24, no. 4 (2020): 608–21. http://dx.doi.org/10.15507/1991-9468.101.024.202004.608-621.

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Introduction. The development of students’ moral beliefs about the world is an essential component in the process of moral education. Various issues concerned with the transmission of moral and ethical values across generations are investigated in the theory and practice of vocational education. However, the problem of teachers’ value perceptions about the world as a means of developing students’ value systems has attracted little research attention. For the first time, this study aims to identify the levels of teachers’ value perceptions about the world as their most important competence in d

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Lacida, Leogelyn, and Erlinda Basmayor. "Characteristics of Parents and their Beliefs on Education: Basis for Child Support Plan." Psychology and Education: A Multidisciplinary Journal 26, no. 7 (2024): 733–45. https://doi.org/10.5281/zenodo.13936165.

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This descriptive-correlational research delved into parental beliefs and their influence on children’s education in Kabangahan II Elementary School, Sta. Cruz, Rogongon, Iligan City, Philippines. Results revealed that the parental beliefs in terms of parental education, parental income, and access to educational resources received a strongly agree as the overall weighted mean. It has been demonstrated that parents' attitudes about their children's education and interactions with them mirror their views and expectations about their learning and performance, which influences the child's mo

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Kramer, Amy, Rachel Louis Kajfez, and Emily Dringenberg. "Ways of Being Smart in Engineering: Beliefs, Values, and Introductory Engineering Experiences." International Journal of Engineering Pedagogy (iJEP) 14, no. 1 (2024): 129–48. http://dx.doi.org/10.3991/ijep.v14i1.41633.

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Common discourse conveys that to be an engineer, one must be “smart.” Our individual and collective beliefs about what constitutes smart behavior are shaped by our participation in the complex cultural practice of smartness. From the literature, we know that the criteria for being considered “smart” in our educational systems are biased. The emphasis on selecting and retaining only those who are deemed “smart enough” to be engineers perpetuates inequity in undergraduate engineering education. Less is known about what undergraduate students explicitly believe are the different ways of being sma

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JIn, Hyun Kyung, and Jae Young Hong. "An Autoethnography on the Changes of Educational Beliefs of a Beginning Special Education Teacher Influenced by a Sister with Intellectual Disability." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (2023): 691–713. http://dx.doi.org/10.22251/jlcci.2023.23.3.691.

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Objectives The purpose of this study was: (a) to find out the changes in the educational beliefs of a beginning special education teacher influenced by a sister with intellectual disability; (b) and to discuss its meanings. Methods An autoethnography is a form of qualitative research that draws self-reflection by understanding and analyzing personal experiences in a sociocultural context. To explore the issue by offering an autoethnography, in which the researcher observed the changes of educational beliefs formed through the interactions between the culture of a family member who has a

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Chen, Juan. "Chinese Families’ Pursuit of Confucian Learning Beliefs through Overseas Education: Rethinking Learning Cultures in Cross-Cultural Research." Journal of Education Culture and Society 14, no. 2 (2023): 533–51. http://dx.doi.org/10.15503/jecs2023.2.533.551.

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Aim. The aim of the article is to understand how Chinese parents draw on their learning beliefs and experiences within the Chinese educational context to make decisions about their children’s overseas education, as well as analysing how their learning beliefs are similar or different from East Asian or Western learning beliefs. Methods. The study is based on more than 100 in-depth separate interviews with 22 Chinese families conducted over serval years between 2016 and 2019. Based on interpretative phenomenological analysis and discourse analysis, the results are coded according to the theory

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Pickles, David, Sheryl de Lacey, and Lindy King. "Conflict between nursing student’s personal beliefs and professional nursing values." Nursing Ethics 26, no. 4 (2017): 1087–100. http://dx.doi.org/10.1177/0969733017738132.

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Background: Studies have established that negative perceptions of people living with HIV/AIDS exist among nursing students throughout the world, perceptions which can be detrimental to the delivery of high-quality nursing care. Objectives: The purpose of this research was to explore socio-cultural influences on the perceptions of nursing students towards caring for people living with HIV/AIDS. Research design: The study was guided by stigma theory, a qualitative descriptive research approach was adopted. Data collected via semi-structured interviews were thematically analysed. Participants and

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Baskara, Risang. "PERSONALISED LEARNING WITH AI: IMPLICATIONS FOR IGNATIAN PEDAGOGY." International Journal of Educational Best Practices 7, no. 1 (2023): 1. http://dx.doi.org/10.31258/ijebp.v7n1.p1-16.

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Artificial intelligence (AI) has the potential to transform education by enabling personalized learning experiences, fostering collaboration and communication, and cultivating critical thinking and problem-solving skills. However, ethical issues such as privacy, bias, and the impact of technology on values and beliefs must be considered. This paper explores the implications of integrating AI into education from the perspective of Ignatian pedagogy, a Jesuit-inspired educational approach rooted in certain principles and values. Drawing on a comprehensive review of existing literature on AI in e

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