Attitudes of Elementary Teachers toward Valuing Education in the Classroom.

Methods and results are described of a study to determine if elementary classroom teachers in Colorado (1) have knowledge of the valuing education process; (2) have a preference for teaching values as opposed to values clarification, other valuing processes, or moral reasoning; and (3) can define the terms values and valuing. Ninety-two teachers participated in the survey, for which a special questionnaire was developed. The questionnaire was designed to obtain information on teacher background, definition and preference of the terms values and valuing, agreement or disagreement with ten statements representing possible teaching strategies about values, and identification of significant researchers such as Kohlberg, Simon, Shaftel, and Olsen and Parsle_y_e__Resultsi-n-di-c-a-te Flat respondents have little knowledge of currently well-developed conceptual approaches tp teaching valuing and of tbe names of theorists working in the area of values education witfi the exCeption of values clarification. However, 79 % believe children should be taught values; 84 % believe children should have knowledge of a valuing process; and 92 % believe children should be helped to clarify values. One limitation of the study was the emphasis cn memorized facts in the questionnaire. That aspect may not have allowed respOndents to indicate knowledge of methodology in the field of values education. The questionnaire is included as an appendix. (Author/AV