It is well known that a large majority of school-age children and adolescents are not active enough to gain the physical and psychological benefits associated with regular moderate-to-vigorous physical activity. Schools can play a pivotal role in reversing this trend due to the time students spend in this setting. The purpose of this article is to…

In this paper, we investigate the content and structure of teachers' pedagogical values. We have used the process of value clarification with 24 teachers to encourage them to recognize and articulate their own values and beliefs related to their professional morality and to their school community. This paper examines both the normative and…

The author's response to a critique by Boyd and Bogdan of "Values and Teaching: Working with Values in the Classroom" (Raths, Harmin and Simon, 1966, 1978) states that their interpretation of values clarification is dubious and identifies where errors may have occurred. (MT)

Criticizes the "great tradition" article (EA 519 521, this issue), pointing out that the cause-and-effect relationship between values clarification and the increase in juvenile problems is tenuous.(MD)

Outlines and gives school district experience with three approaches to moral education--fundamental, developmental, and values clarification. (IRT)

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.…

Outlines considerations to determine if a particular school will benefit from employing values clarification techniques. (MLF)

Urges elementary and secondary schools throughout the country to redefine their purpose in the aftermath of September 11. Offers several ideas and examples. (PKP)

In response to the Pekarsky article in the Spring 1980 issue of "Theory and Research in Social Education," the author argues that moral dilemma stories are an appropriate teaching approach for a moral education program. Moral dilemma discussions benefit both teachers and students. (RM)

When parents neglect their children's moral education and community influences are negative, schools need to form partnerships and work for change. This article reviews problems encountered when schools attempt to inculcate or clarify moral values and summarizes various authors' opinions on the subject. (MLH)

Shows how history instruction may be viewed as a part of a student's personal and social education by encouraging awareness of the historical aspects of many values issues. (JDH)

Arguments are presented in support of values clarification as a viable teaching strategy to counter nine objections to this technique written in a 1980 article by Richard A. Baer, Jr. Arguments focus on values neutrality, religion, definitions, psychotherapy, freedom, subjectivity, privacy, research, and biases. (DC)

Maintaining and clarifying objections to values clarification originally reported in 1980, responses are given to comments about these objections discussed by Clifford E. Knapp in another article in this journal. (DC)

Values education is essential for teaching children personal responsibility and ethical decision making. Teachers can be trained on a schoolwide basis to teach core values, along with accompanying skills and behavior. Jefferson Center has identified language and thinking patterns that must be changed to help students learn behavior appropriate to…

Describes an effort to incorporate personal values awareness into a university preparation program aimed at future school administrators. This model allows future leaders opportunities to identify the values governing their actions, clarify their philosophical leadership foundations, reflect on current educational practices, and determine…