“Ethics” and “Values” in Education: Are the Concepts Distinct and Does It Make a Difference?     

Arthur L. Caplan 《Educational theory》1979,29(3):245-253

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Age 26 cost-benefit analysis of the child-parent center early education program     

Reynolds AJ  Temple JA  White BA  Ou SR  Robertson DL 《Child development》2011,82(1):379-404

Using data collected up to age 26 in the Chicago Longitudinal Study, this cost-benefit analysis of the Child-Parent Centers (CPC) is the first for a sustained publicly funded early intervention. The program provides services for low-income families beginning at age 3 in 20 school sites. Kindergarten and school-age services are provided up to age 9 (third grade). Findings from a complete cohort of over 1,400 program and comparison group participants indicated that the CPCs had economic benefits in 2007 dollars that exceeded costs. The preschool program provided a total return to society of $10.83 per dollar invested (18% annual return). The primary sources of benefits were increased earnings and tax revenues and averted criminal justice system costs. The school-age program had a societal return of $3.97 per dollar invested (10% annual return). The extended intervention program (4-6 years) had a societal return of $8.24 (18% annual return). Estimates were robust across a wide range of analyses including Monte Carlo simulations. Males, 1-year preschool participants, and children from higher risk families derived greater benefits. Findings provide strong evidence that sustained programs can contribute to well-being for individuals and society.  相似文献   

Religious and spiritual markers in community involvement     

James Arthur 《British Journal of Religious Education》2011,33(3):299-312

This article reports on some of the research findings of a major, multi-site case study of character formation in young people in England. Religion was not the focus of this research, but emerged as significant in each case study. In particular, the religious and spiritual beliefs and practices of young people were positively connected with their level of community involvement. The research provides evidence that indicates an association between young religious believers and those who are constructively engaged in both their communities as well as being politically minded. The main methods of data collection for this article included semi-structured discussions/interviews together with semi-structured individual and questionnaire surveys.  相似文献   

Personal character and tomorrow's citizens: Student expectations of their teachers     

James Arthur 《International Journal of Educational Research》2011,50(3):184-189

Research evidence from UK primary and secondary schools suggests that students expect teachers to engage in character development and values education and that this assists in their holistic learning. This article is based on a major UK research study which indicates that explicit and implicit attention to values in schools is positively welcomed by students. Students of all ages believe that the teacher can make a difference in contributing to their personal moral development. According to the students in this study, a successful values education program relies on the teacher as model and mentor, as well as pedagogue. This article considers the role of teachers on the character development of young people aged 10-19, largely based on the perceptions of over 5000 students in England. The data includes documentary analysis, interviews and surveys with teachers and students.  相似文献   

Teaching in the Spirit of Liberal Education     

Jed Arthur Cooper 《Clearing house (Menasha, Wis.)》2013,86(9):423-424

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New Schools For A New Culture by Charles M. MacConnell,Ernest O. Melby,and Christian O. Arndt. Harper & Brothers. 229 pp. $2.50     

Arthur I. Gates 《The Educational forum》2013,77(3):349-355

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Finding Universal Values in a Time of Relativism     

Arthur Dobrin 《The Educational forum》2013,77(3):273-278

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Risk,identity and change: Becoming a mature student     

Arthur Baxter  Carolyn Britton 《International Studies in Sociology of Education》2013,23(1):87-104

This article looks at the stories mature students tell about the risks of higher education, in terms of its effects on identity and the implications for relationships with their families and former friends. Two sources of risk are highlighted in their stories; firstly, risks stemming from challenges to established gender roles in the family, which are mediated by the effects of social class; and secondly, risks that accompany the movement away from working class habitus which is an inevitable consequence of being in higher education. To be 'educated' is to stake a claim to a new identity which can be threatening both to one's own sense of self or to others. This may be experienced either as being seen by others as superior, or as feeling superior to others, but in both cases, there is an implicit challenge to former relationships. In their accounts, students describe how they try to manage relationships with families and former friends in order to minimise the disruption to their lives. Whatever strategy they adopt has consequences for their self-identity, which is experienced as fragmented and compartmentalised. In this process of becoming a different person, gender and class interact to produce specifically gendered and classed experiences of this painful transition.  相似文献   

A letter to president woodward     

Arthur E. Bestor 《Quarterly Journal of Speech》2013,99(3)

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Comparative Differences between Superstitious and Non-Superstitious Children     

Arthur John Ter Keurst 《Journal of Experimental Education》2013,81(4):261-267

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