Political and religious group membership, value priorities and educational values

Gari, Aikaterini; Mylonas, Kostas; Karagianni, Despina

doi:10.1080/13617670500371917

“…The following intra-country illustration is based (Allport, Vernon, & Lindzey, 1951;Spranger, 1928). The questionnaire employed (in its Greek adaptation, Mylonas, 1994) is consisted of 54 items (nine items per scale) distributed in six value scales (Theoretical, Economic, Aesthetic, Social, Political, and Religious values) and has provided information on the value-systems of student samples (Gari, Mylonas, & Karagianni, 2005;Mylonas, 1994). For this paradigm, we analyzed only the Religious values scale (a scale addressing human existence and introspective issues) and we did so for the six student subsamples involved in the 1994 study: Departments of Mathematics, Economics, Literature, Medicine, Sports Science (Fine Arts), and Theology.…”

Section: Statistical Analysis Techniques Based On C-c Research Methods X 189mentioning

confidence: 99%

Statistical analysis techniques based on Cross-Cultural research methods: cross-cultural paradigms and intra-country comparisons

Mylonas¹

2020

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Accumulated cross-cultural research has shown that its methods can also apply within countries, especially as more and more different immigrants or sojourners flow into host countries and the need to deal at least with acculturation issues is pressing. Cross-cultural methodology approximates research on intra-country issues, since comparinggroups with different characteristics within countries may also reflect different “cultures” represented by each of the differential groups. A question of bias elimination is raised when such comparisons areattempted either under a Cross-Cultural or an intra-country scope. Taking the van de Vijver and Leung and the Poortinga and van de Vijver theories on bias in terms of culture as a starting point, a triple-fold paradigm employing factor analysis and other techniques is presented on: (a) the application of simple congruence coefficients in estimating factor similarity –that is, basic factor equivalence testing– along with a proposed method of taking advantage of the Tucker coefficient matrix for a set of two or more factor structures, (b) the within-country application of multilevel covariance structure analysis and Procrustean rotations for a set of between groups and pooled-within correlation matrices, and (c) the reduction of “bias in terms of culture” by eliminating variance components through multivariate methods. By incorporating some of these methods in standard -within country- psychological research, we should be able to gain on theoretical andpsychometric grounds and we may finally question the degree of construct similarity among groups within a country, which cannot be necessarily taken for granted. These considerations are closely related to the use of multilevel analyses, as these stem from Cross-Cultural Psychology through most forms of intracountry and/or inter-country comparisons.

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“…Value is stated to be the total of beliefs on events, aims and situation in a society (Gari, Mylonas, Karagianni, 2005). The definition of good character is the answer to the question why it's essential to teach some values.…”

Section: Importance Of Values In Character Educationmentioning

confidence: 99%

“…The results of the studies carried out in this field have shown that there is a need for political, religious, social and individual values education (Gari, Mylonas, & Karagianni, 2005). Lickona (1991) states that a primary school student spends an average of 30 hours a week in front of the television, and it is estimated that this child witnesses an average of 200.000 violent scenes until the age of 16 and approximately 40.000 sexually stimulating events until the age of 18.…”

Section: Need For Character Education At Early Childhoodmentioning

confidence: 99%

American, German and Turkish Classroom Teachers’ Opinions about Character Education: A Cross-Cultural Study

2022

PERR

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Character education Comparative character education Values education Cross cultural studyThe purpose of this survey research is to analyze and compare the views of classroom teachers on character education in Turkey, Germany and the U.S. In this study, in which descriptive survey method was used, data were collected from 419 teachers from three countries with questionnaire forms. The data were subjected to descriptive analysis. It was determined that character education is influenced by many factors such as family education level, media, internet, social and physical context, and that teachers in all three countries have similar views, only American teachers think differently that "social and physical context" is more important. Character education is mostly practiced in the USA, and to a lesser extent in Germany and Turkey. Teachers of three countries believe that Life & Social studies are the most important lessons that contribute character education. However, character education should be integrated with other curricula with an interdisciplinary approach preferably. Various resources such as meetings, in-school posters, books and thematic projects are used in character education and American teachers use these resources more than other teachers. According to participants, techniques such as observation, interviews, and questionnaires may be used to determine whether character education goals have been achieved. It is seen that the majority of teachers in all three countries are not sure about the possibility to achieve the goals of character education. It may be stated that teachers do not have a very high level of belief in the level of realization of character education goals. According to German teachers, values are less important, but values are acquired at a similar rate, and for Turkish teachers values are very highly important, but not realized at the expected level. In conclusion, the views of teachers from different countries on character education have similar and different aspects.

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“…This research shows that teachers and school principals support character education. Similarly, studies show the necessity of teaching political, religious, social and individual values (Gari, Mylonas, & Karagianni, 2005). The question of how or in what ways this will be done is debatable.…”

Section: Character Education In Schoolsmentioning

confidence: 99%

American, German and Turkish Classroom Teachers’ Opinions about Character Education: A Cross-Cultural Study

2022

PERR

0

View full text Add to dashboard Cite

Character education Comparative character education Values education Cross cultural studyThe purpose of this survey research is to analyze and compare the views of classroom teachers on character education in Turkey, Germany and the U.S. In this study, in which descriptive survey method was used, data were collected from 419 teachers from three countries with questionnaire forms. The data were subjected to descriptive analysis. It was determined that character education is influenced by many factors such as family education level, media, internet, social and physical context, and that teachers in all three countries have similar views, only American teachers think differently that "social and physical context" is more important. Character education is mostly practiced in the USA, and to a lesser extent in Germany and Turkey. Teachers of three countries believe that Life & Social studies are the most important lessons that contribute character education. However, character education should be integrated with other curricula with an interdisciplinary approach preferably. Various resources such as meetings, in-school posters, books and thematic projects are used in character education and American teachers use these resources more than other teachers. According to participants, techniques such as observation, interviews, and questionnaires may be used to determine whether character education goals have been achieved. It is seen that the majority of teachers in all three countries are not sure about the possibility to achieve the goals of character education. It may be stated that teachers do not have a very high level of belief in the level of realization of character education goals. According to German teachers, values are less important, but values are acquired at a similar rate, and for Turkish teachers values are very highly important, but not realized at the expected level. In conclusion, the views of teachers from different countries on character education have similar and different aspects.

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Political and religious group membership, value priorities and educational values

Cited by 8 publications

References 22 publications

Statistical analysis techniques based on Cross-Cultural research methods: cross-cultural paradigms and intra-country comparisons

Statistical analysis techniques based on Cross-Cultural research methods: cross-cultural paradigms and intra-country comparisons

American, German and Turkish Classroom Teachers’ Opinions about Character Education: A Cross-Cultural Study

American, German and Turkish Classroom Teachers’ Opinions about Character Education: A Cross-Cultural Study

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