The present research attempts to investigate the impact of the hidden curriculum on ethical and aesthetic values of sixth graders in Tafila Directorate of education. It also, aims at counting the means and differences between the grades of the positive effects and the grades of the negative effects of both ethical and aesthetic values of the…

This article discusses what a teacher education curriculum in professional ethics might be like. Although professional ethics for teachers is not a form of moral education, a curriculum for educators needs to emphasize specific moral concepts that are central to what educators do. (IAH)

The development of an engineering curriculum assumes a body of knowledge that students, as future engineers, will need to know. Students acquire this body of knowledge through lectures, laboratories, projects and assignments and other means. The question then arises, how does one select the content and processes that are appropriate for the…

Reviews prior approaches to instilling values so as to discuss the importance of teaching values now. Suggests how student affairs preparation program curricula can help practitioners learn how to teach values. Identifies five recent changes in campus values and uses examples to show how student affairs practitioners use core values. (RJM)

Maintains that there is an ethical dimension of teaching as an educational activity. Asserts that educators must avoid the errors of considering the ethical dimension as an alternative approach to education as a technical action. Suggests that a human rights framework be used to derive ethical content. (CFR)

Examines the role of student affairs leaders in transmitting and in using values to build a values-centered organization and leadership style. Argues that values issues are inescapable and suggests five education strategies that leaders of student affairs organizations can use to enhance the right values in student affairs. (RJM)

Reports on the results of 180 questionnaires given to public school teachers and 26 structured follow-up interviews on how teachers view themselves as moral educators. Found that teachers' individual moralities shaped the choices they made. Discovered that, although reluctant to teach values directly, teachers feel a commitment to share their…

Asserts that the ethical dimensions of teaching involve complex decisions found in the sense-making process and deeply embedded in teachers' professional lives. Reports on a study of a middle school science teacher and how emancipatory learning, control, and social expectations influence teaching behaviors. (CFR)

Asserts that professional morality deals with decisions, strategies, products, and by-products in teaching. Reports on interviews with 60 teachers and discusses 5 types of decision making. Concludes that appropriate teacher training programs can help develop conceptual frames of professional responsibility. (CFR)

Reports on interviews and case studies of 124 secondary teachers about their attitudes and opinions toward professional ethics. Discusses teachers' individual professional ethics. Suggests the development of preservice and inservice programs concerning ethical awareness and the relationship of personal ethics to classroom instruction. (CFR)