Dialogue over discipline: what predicts students' identification with their high school’s values?

ABSTRACT

The education system is drawn in opposite directions both in research and in practice: Outcome-based evaluation and achievements on the one hand and values-based education on the other. The research and theory on the topic is also divided. Values based education is supported almost exclusively by theoretical arguments and qualitative research while achievement is supported by quantitative studies. This study is an attempt to bridge these divides by quantitatively studying values-based education. Data from 3,023 students in a religious education network’s high schools in Israel revealed that high-school students placed most emphasis on the human factors at school and in the community. Close relationships between the school and the community and dialogical relationships based on faith and caring predicted identification with the school’s values. The role of discipline, which is commonly viewed as a prerequisite to any educational effort, was greatly reduced and did not predict success.

KEYWORDS:

• Values education
• dialogue
• religious education
• discipline
• secondary education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Shahar Gindi

Shahar Gindi is a Lecturer and a researcher at Beit Berl College as well as a clinical and school psychologist. He has Published in different areas relating to psychology, education and program evaluation. Recent publications include Israeli teacher's Handling of controversial political issues in class and minority teachers' sens of belonging in school.

Ilana Paul-Binyamin

Ilana Paul-Binyamin is a senior lecture in the Faculty  of Education at Beit Berl College, Israel. She is the Co-director of the center for education for shared society, whose mandate is to academically and administratively develop and implement the shared society and multicultural vision of the Beit Berl College. The areas of her expertise are education for shared society, multicultural policy and qualitative research methods.