Werteerziehungsansätze an weiterführenden Schulen in ihrem Zusammenhang mit strukturellen Schulbedingungen
Margit Stein
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Margit Stein, Werteerziehungsansätze an weiterführenden Schulen in ihrem Zusammenhang mit strukturellen Schulbedingungen (2009), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2009 #04, S.562
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Beschreibung / Abstract
Zusammenfassung: Die Entwicklung von Wertorientierungen bei jungen Menschen sowie Ansatze zur schulischen Werteforderung standen bisher selten im Blickpunkt empirisch- padagogischer Forschung. Bisher wurde zumeist erhoben, wie Schulen fachliche Kompetenzen aufbauen und Lernentwicklung in Lehr-Lern-Prozessen anstosen, wie die Renaissance der Schulleistungs- und Unterrichtsforschung belegt. Im Rahmen der Wertestudie wurden Schulen (n = 576) zu schulischen strukturellen Bedingungen, Erziehungszielen, Werteprojekten und den damit verknupften Erfahrungen befragt. Die strukturellen Bedingungen der Schule wie Schulart, Eigenschaften des Schulerklientels und Problemkonstellationen an der Schule stehen in signifikantem Zusammenhang zu den schulischen Erziehungszielen und den Moglichkeiten ethischer Erziehungsansatze.
Stichwörter: Erziehungsziele, Schule, Werte, Werteförderung, Werteorientierung
Abstract: The development of value orientations among young people as well as approaches to value promotion in school have only rarely been the focus of empirical pedagogical research. So far, most surveys examined how schools develop subject-related competences and how they trigger learning development in teaching-learning-processes, as is shown by the renaissance of research on school achievement and teaching. Within the framework of this study on values, schools (n = 576) were asked about school-related structural conditions, educational objectives, value projects, and the experiences involved. The structural conditions of a school - such as type of school, characteristics of the student body, and problematic constellations at the individual school - show a significant connection with the school´s objectives and the possibilities of approaches to a moral education.
Key words: Values, School, Value orientations, Learning development
Stichwörter: Erziehungsziele, Schule, Werte, Werteförderung, Werteorientierung
Abstract: The development of value orientations among young people as well as approaches to value promotion in school have only rarely been the focus of empirical pedagogical research. So far, most surveys examined how schools develop subject-related competences and how they trigger learning development in teaching-learning-processes, as is shown by the renaissance of research on school achievement and teaching. Within the framework of this study on values, schools (n = 576) were asked about school-related structural conditions, educational objectives, value projects, and the experiences involved. The structural conditions of a school - such as type of school, characteristics of the student body, and problematic constellations at the individual school - show a significant connection with the school´s objectives and the possibilities of approaches to a moral education.
Key words: Values, School, Value orientations, Learning development