Children's Social Values: An Action Research Study

By Arthur W. Foshay; Kenneth D. Wann | Go to book overview

Foreword

FOR large group of teachers representing a number of school buildings to work cooperatively for a period of years to improve an aspect of their teaching is no longer unusual. The teachers of Springfield, Missouri, who wrote this book in collaboration with three consultants from the Horace Mann-Lincoln Institute of School Experimentation, did more than just work together. To do that is indeed hard enough; but they went further. They attempted to improve their understanding of their pupils' social values and of how to teach social values in a relatively systematic way. They wanted to base their changes in practice on evidence they sought, found, and tested in their own teaching situations. "Action research," they called it. Their report not only de- scribes what they learned about the social attitudes and values of the children they were teaching; it also--and this is equally important--describes the way they went about learning what they learned.

Both of these descriptions are significant. Although Springfield is a reasonably typical city, the authors do not contend that children growing up there will learn the same social values as children growing up in St. Louis or

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