These guidelines for parent/child conversations focus on television viewing as an opportunity to share perceptions, learn from one another, and develop moral values. Highlights include specific questions parents can ask while watching almost any television program and the kinds of issues that can be considered. (MBR)

Describes the Career Development Program, designed to help professional employees accept responsibility for their own careers, located at Du Pont's Pioneering Research Laboratory. Covers the concepts governing the program, program elements, and working with management to address program goals. (CH)

The severity of classroom discipline problems, including insolence, disobedience, and the refusal of students to apply themselves, has been well documented. One thing that schools can do to check the present moral decay of youth is to see that God and man's dependence on Him are acknowledged openly in classrooms. (RM)

This article explores the validity of values clarification as an approach to values education. Several passages from "Values and Teaching: Working with Values in the Classroom" (1966 and 1978, Raths, Harmin, and Simon) are used in a discussion of criticisms leveled against values clarification. (DF)

Describes how Bradbury's work can be used in the classroom. Indicates how attitudes towards technology can be found in the work and how these may be used to stimulate mature students. (CRH)

Describes the use of value analysis exercises to promote small group and class discussion. (MM)

In response to the belief that the number one problem facing students today is their character and value system, school officials in Georgia's Carrollton City Schools District wished to implement a character education program. They were concerned, however, whether the program would be appropriate for all grade levels, and so they developed an…

This book was written to help parents integrate their values into family life and pass them on to their children. The book helps parents: (1) know their own values; (2) understand what their values mean to them; (3) live by their values; (4) model values in ways children can see and understand; (5) realize what a child must know and be able to do…

Presents the Decision-Making Process Model, a framework for working through questions that require action. The seven steps are identifying the decision; determining why it is needed; identifying alternatives; analyzing information; estimating practicality; and deciding on a conclusion. The focus is on adolescent sexual decisions. (Author/JAC)

Describes and evaluates eight valuing strategies for both general values education and environmental values education. Strategies include laissez faire; moral development, inculcation; values analysis; action learning (service learning); confluent education; and behavior modification. (JN)

Benefits can be gained through the introduction of principles of analysis from a moral perspective. Students should be encouraged to develop modes of moral reasoning and conduct through group discussion, values clarification, and individual expression. (CJ)

Surveyed 296 Illinois environmental educators on effectiveness of instructional strategies in environmental education and how often a given strategy is used. Results of questionnaires (117 returned) indicate that teachers tend to use less effective methods (lecture, teacher-led discussions) rather than those they consider more effective (inquiry,…

Due to the "publish or perish" syndrome, college teaching has become increasingly difficult. Three choices are presented to the teacher: (1) devote time to students and the school rather than research; (2) concentrate totally on research; or (3) get out of the profession. (JN)

Discusses community reaction and conflict that arose in response to a "values clarification" program initiated in the public schools of Spencer and Van Etten, New York. (GC)

High school students (N=600) ranked marriage, parenthood, and occupational values. Results showed the distributions of rankings and ratings were highly overlapping for all groups by sex, socioeconomic status, and ethnic categories. Analyses of results, however, emphasize the three roles are linked in the perceptions of females. (JAC)