Problems of Evaluation in Selected Moral and Civic Education Programs [microform] / Hugh F. Cline and Robert A. Feldmesser.
A number of issues concerning the evaluation of moral and civic education programs are discussed. Four program types are described: (1) rationalist, which involves a high cognitive knowledge of the law and legal processes; (2) actionist, in which students participate in out-of-class projects; (3) va...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1979.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED187712 | ||
| 100 | 1 | |a Cline, Hugh F. | |
| 245 | 1 | 0 | |a Problems of Evaluation in Selected Moral and Civic Education Programs |h [microform] / |c Hugh F. Cline and Robert A. Feldmesser. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1979. | ||
| 300 | |a 12 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Conference of the Association for Moral Education (Philadelphia, PA, November 2-3, 1979). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED187712. | ||
| 520 | |a A number of issues concerning the evaluation of moral and civic education programs are discussed. Four program types are described: (1) rationalist, which involves a high cognitive knowledge of the law and legal processes; (2) actionist, in which students participate in out-of-class projects; (3) values clarification, in which students study, select, and act upon their values; and (4) moral development, which is based upon Kohlberg's stages. Six high school programs are briefly described with respect to the school demography, curriculum approach, tests used, and student activities. Implications and conclusions, based on these case studies, are discussed. First, it is difficult to list specific goals and objectives for this type of educational program. Second, these programs have not clarified the situations in which moral consideration is imperative versus those in which a person may act before considering all the ethical aspects of the situation. Third, differences in goals between different programs, and varying sources of program goals also complicate evaluation. Fourth, there is a serious lack of suitable testing instruments for this type of program. It is concluded that observation and multiple evaluation techniques would be appropriate for evaluating moral education. (GDC) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Citizenship Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Ethical Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Experiential Learning. |2 ericd. |
| 650 | 0 | 7 | |a High Schools. |2 ericd. |
| 650 | 0 | 7 | |a Legal Education. |2 ericd. |
| 650 | 1 | 7 | |a Moral Development. |2 ericd. |
| 650 | 0 | 7 | |a Program Descriptions. |2 ericd. |
| 650 | 1 | 7 | |a Program Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Secondary School Curriculum. |2 ericd. |
| 650 | 0 | 7 | |a Testing Problems. |2 ericd. |
| 650 | 0 | 7 | |a Values Clarification. |2 ericd. |
| 650 | 1 | 7 | |a Values Education. |2 ericd. |
| 700 | 1 | |a Feldmesser, Robert A. | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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