Values and Values Education: Challenges for Faith Schools
Parents often choose faith schools because of their clear values, but it is not necessarily clear what this term means or how far the provision in faith schools is distinctive. This chapter explores key concepts and argues that values and values education represent both a major strength in and a major challenge to faith schools. Because of their consistent ethos and agreed framework of values, faith schools are able to provide sound and authoritative moral guidance to children (‘primary values education’), helping them to understand right and wrong and to behave in line with the shared values of their community. However, if young people are to make the values they learn in faith schools truly their own (‘secondary values education’), they need to learn to question their assumptions, to engage in critical thinking, to develop their moral imaginations, to be open to change and to learn the techniques of critical reflection and rational debate. These things may not come quite so easily to faith schools because of their reliance on authority and a clear, pre-determined framework of values, but without them young people may never attain moral maturity. Teachers in faith schools need to reflect carefully on their approach to values education to make sure they are developing students’ full potential and leading them towards personal and moral autonomy.
Faith Schools: Consensus or Conflict?
Introduction, "Jo Cairns, Roy Gardner and Denis Lawton" Part 1: Faith Schools: Past and Present 1. Faith Schools Now: An Overview, "Roy Gardner" 2. Faith Schools and Colleges of Education since 1800, "Brian Gates "3. The Legal Frameworks for Faith Schools and the Rights of the Child, "Marie Parker-Jenkins" Part 2: Faith Schools: For and Against 4. Faith Schools: Are They Justified?, "Richard Pring" 5. Are Faith Schools Divisive?, "Mark Halstead and Terence McLaughlin" 6. Religion and Schools: A Fresh Way Forward, "Marilyn Mason" 7. Faith-based Schools in the UK: An Unenthusiastic Defence of a Slightly Reformed Status Quo, "Harry Brighouse" 8. Keeping Faith with Social Capital: From Coleman to New Labour on Social Justice, Religion and Education, "Eva Gamarnikow and Tony Green Part 3: Faith Schools in Practice "9. Perceptions and Practices in Christian Schools, "Bart McGettrick" 10. Learning Together: The Case for 'Joint Church' Schools, "Alan Murphy "11. Segregation or Cohesion: Church of England Schools in Bradford, "Rachel Barker and John Anderson "12. Through the Looking Glass: Religion, Identity and Citizenship in a Plural Culture from the Viewpoint of the Modern, Orthodox Jewish School, "Lynndy Lewis Part 4: Faith Schools: The Experience Elsewhere "13. Measuring Catholic Schools Experience: An International Perspective, "James Arthur" 14. Faith Schools and Northern Ireland: A Review of Research, "Tony Gallagher" 15. Exclusion or Embrace: Faith, Social Ideals and 'Common Schooling' in America's Public Education, "Michael Totterdell "16. Faith Schools in France: From Conflict to Consensus, "Cecile Deer Part 5: Faith Schools: The Way Forward "17. Faith Schools and Communities: Communitarianism, Social Capital and Citizenship, "John Annette" 18. The Impact of Faith Schools on Pupil Performance, "Sandie and Ian Shagen" 19. Faith Schools, Religious Education and Citizenship, "John Keast" 20. Continuing Personal and Professional Development and Faith Schools, "Roy Gardner and Jo Cairns "21. Faith Schools: Some Political Issues and an Agenda for Research," Denis Lawton and Jo Cairns "
A Study of the Changes Over Time in State Anxiety in a Computer-Assisted Instructional Program
The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.