A Study of Educational Programmes that Promote Attitude Change and Values Education in Spain

Abstract

Values education is crucial to promoting the holistic development of students. Many studies over the years have addressed the effects of values education on the holistic development of children, but today there are differing views on how to teach values in school. The objective of this study is to find out more about the programmes that have been used to teach values to children and how they have been developed and applied in schools, and to assess the extent of teachers' knowledge about these programmes. To this end, a bibliometric review was conducted on 161 programmes from 1986 to 2015, complemented by 20 interviews with teachers from different schools. This enabled us to gauge the relevance that has been given to values education over the years, and to assess the need to consider alternative educational models that will enable children to receive a holistic education.

Self and hetero-perception and discrimination in Attention Deficit Hyperactivity Disorder

“…Drawing on Rodríguez (1989) and Pérez-Jorge (2010) , attitudes are characterised by the orientation of a behaviour towards concrete realities (people, objects and situations) and by their non-innate character, since they are learned. Pérez-Jorge et al (2017) argued that attitudes help us to understand our environment through the construction of opinions forged from facts and our own experiences and that they can affect the self-esteem of people with functional diversity, causing isolation and the avoidance of social relationships as a mechanism of self-defence. They can also lead to acceptance or rejection, depending on the nature of the relationship experiences.…”

“…To understand attitudes towards people with functional diversity, we must first be able to identify the essential dimensions of those attitudes and the factors that play a part in their establishment and consolidation. Oskamp (2016) , Parales-Quenza and Vizcaíno-Gutiérrez (2007) , Pérez-Jorge et al (2017) , Piedra (2016) , González and Cortés (2016) , and Parra and Rojas (2017) postulated that direct personal experience and continued exposure to people or situations determine behaviour and consolidate attitudes, be they negative or positive. They also considered that the influence of groups – the family, the peer group – is decisive in the formation of attitudes.…”

Requirements for the value component in professional training of foreign language linguists in the age of changing axiological guidelines

“…We find a conception of the American scientist R. Shuerman effective in the context of solving the task of providing the axiological component of the professional training of future foreign language linguists. The scientist insists in his reflections as to civi-lization future that the today role of education must be advancing [6]. At that education itself must change in the four directions: 1) to provide wider knowledge in the field of mathematics and science in general;…”

Career Education and Integrated Curriculum

“…The school failure rates in our country must continue to be under the close scrutiny of each and every one of the educational agents (European Commission, 2009b), hence, through collaborative research, our purpose is to diminish the rates of exclusion, inequality and failure. Today, in times where value is given to inclusion and diversity, this interest continues to be applicable and it becomes even more pressing to take measures such as the ones described in this study, directing our efforts towards educational practices that favor autonomy (Pérez-Jorge, Barragán, & Molina-Fernández, 2017), cooperative learning indecision-making with an awareness placed in the professional world (Carlsmith & Cooper, 2002;Cohen, Freeman & Thompson, 1998) and with it to endow education with a halo of freedom; in Botía and Calvo's words (2009, p.75):…”