The constancy of personal values.

Whitely, Paul L.

doi:10.1037/h0059052

Cited by 25 publications

(12 citation statements)

References 0 publications

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“…When we consider that all of our subjects were seniors, and add the dimension that they were all within the same vocation -teaching-we find, in general, that a future teacher is a future teacher as far as value patterns at a large former teacher's college are concerned. Consistency of value patterns in college has also been reported by Arsenian (i) and Whitely (7).…”

Section: Discussionsupporting

confidence: 53%

“…There was a tendency for females enrolled in special education to be more theoretically oriented than those in elementary education, but the t test was not significant. 7. For both samples, individually and combined, there was a tendency for males to score higher than females on the theoretical, economic, and political scales, and lower on the aesthetic and religious scales.…”

Section: Resultsmentioning

confidence: 93%

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Value Patterns of Future Teachers in Three Curricula

Kirchner

Hogan

1968

Journal of Teacher Education

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One objective of counseling is to assist clients in making a satisfactory career choice. Although interest inventories have long been studied or employed by counselors, particularly in the educational and vocational aspects of their work, value profiles of individuals have not been so extensively treated. Research such as that conducted by Holland and Nichols (4) has indicated that whether or not a student remains in an academic field depends to a large extent upon whether he has attributes similar to those of the typical student in that area. If counselors had value pattern norms for students within a given curriculum, they could add the value dimension to the total personality portrait of a client and perhaps better aid him in his decision-making process.One of the purposes of the present study was to investigate whether there were differences in value patterns of future teachers enrolled in elementary, secondary, and special education. Research on this question is extremely scarce. Except for a study by Philippus and Fliegler (6), there is, to our knowledge, no other investigation that relates to values of future teachers within these three specific areas of education. Even Bereiter and Freedman's excellent review has little to report on values of future teachers in educational curricula (2).One of the criticisms leveled against teacher education programs is that the applied has often been stressed to the exclusion of the theoretical. Thought is generally described as proceeding from the concrete to the abstract. If there is any course in the professional education sequence that purports to deal with abstract topics and expressly seeks to assist future teachers in perceiving and developing their values, it should be philosophy of education. If this course were being generally effective, it might be antici-1. The authors wish to express their appreciation to

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Section: Discussionsupporting

confidence: 53%

Section: Resultsmentioning

confidence: 93%

Value Patterns of Future Teachers in Three Curricula

Kirchner

Hogan

1968

Journal of Teacher Education

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“…Taylor and H. D. Cartel-(10) (3), and A. C. Van Dusen (14). Several such studies have also been made of the AllportVernon Test for Personal Values by i t s authors (2), by P. L. Whiteley (15) (16), and by E. Dilffy (5). Of course, the Kuder Preference Record i s relatively a new interest measure.…”

Section: Stability Of Measured Kuder I N T E R E S T S I N 'Young Adultsmentioning

confidence: 95%

Stability of Measured Kuder Interests in Young Adults

Reid

1951

The Journal of Educational Research

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“…Empirical investigation into the moral values of college students began during the early decades of the 20th century (Crissman, 1942;Rettig & Pasamanick, 1959;Whitely, 1933Whitely, , 1938; however, as recently as 1982, similar research on ethics and public relations was virtually nonexistent, and qualitative research on the subject was minuscule (Wright, 1982). Even as recently as the spring of 1988, a PRSA task force described only 16 journal, articles and 2 books as initial readings dealing extensively with ethical issues in the public relations body of knowledge (PRSA Task Force, 1988).…”

Section: Related Researchmentioning

confidence: 98%