Today's "just say no" approach to moral education is as simplistic as the values clarification emphasis of the 1960s and 1970s. One solution is to combine the best approaches of past decades. The Comprehensive Values Education model is progressive and all-embracing in content, methodology, and application throughout school and community.…

The purpose of this paper is to refocus and expand the notion of the integration of reading, particularly literature, and social studies. The premise is that reading as a tool of inquiry can be used in the social studies classroom to develop students' abilities to inquire about social issues in the social studies. Inquiry is interpreted to include…

Three approaches (other than behavioral) for the management of behavior problems in special education are described. Values clarification (attributed to S. G. Simon) is described as a preventative approach emphasizing the student's role in managing him- or herself. Proponents of this approach view many behavior problems as arising from the absence…

Describes an inservice training program for teachers and school staff that emphasizes prevention of discipline problems. The program includes value clarification and group process analysis, theoretical models, special clinical techniques, and problem solving practice with case studies. (JAC)

This report examines the topic of moral education and describes the current trend toward increased adoption of moral education programs for public schools. The author identifies four different approaches to moral education, focusing mainly on the cognitive-developmental approach or Kohlberg model and the affective-relativist or values…

This book examines six models of moral education: rationale building, consideration, values clarification, value analysis, cognitive moral development, and social action. The public is demanding that schools become increasingly involved in moral education. More than two thirds of the respondents to 1975 and 1976 Gallup polls on education stated…

This section, from a larger report describing a project designed to systematically investigate how religious and traditional values are represented in today's public school curricula, presents a critical evaluation of the two most discussed and influential models of moral education operating in the United States today. Both of these models have…

Proposes educational guidelines and a teacher training model for Environmental Values Education (EVE). Suggests proficiency areas to consider for EVE program development and implementation. Parameters involving student and teacher background and type of program strategy are discussed. (ML)

Provides an overview of the interdisciplinary science, student, and value-oriented approach of the Israeli Environmental Education Project (IEEP). Presents the projects learning model which identifies the scope of the studies, student activities, teaching strategies, content, and the four curriculum units. (ML)

Continuing an earlier historical review of educational needs assessment (ENA) in the United States, this article considers certain criticisms of ENA in light of basic assumptions about the process; the relationship between ENA theories and practices; and their impact on schools and students. ENA's role in educational planning and renewal is also…

A theoretical basis and practical guidelines for developing a wholistic program in environmental values education (EVE) are provided in this guide. Part I approaches EVE from a philosophical perspective and provides information related to the nature of human values and behavior, EVE strategies, and the development of a positive environmental…

Developed for use in the Youth Development Center of Georgia, these fifteen lessons respond to a need for nutrition education and training. Lesson titles are (1) Pre-Test and Brainstorming Exercises; (2) Moods and Emotions; (3) Reasons (rational vs. emotional thinking); (4) Two Sides of an Issue (rational, emotional, and combination thinking;…

Intended to examine equity in values education in public school curricula, this comprehensive report is organized into two major sections. Section 1 is empirically oriented and presents evidence describing how religion and traditional values are represented in the nation's public school textbooks. Part 1 of section 1 (by Donald Oppewal) is a…