Abstracts - Earli

democracy of children and adolescents living in multicultural societies. Four papers from threecountries will be presented at the symposium. The first two papers, " Moral education in schools:and" values and knowledge education ( VaKE) in European summer campuses for gifted students:Native vs. non native speakers" by Jean-Luc Patry , Sieglinde Weyringer and Alfred Weinbergerand " The relationship between the value system and the adaptation of Ethiopian-born adolescentimmigrants students" by Eli Shitreet, Nava Maslovaty and Yaacov Iram presents studies dealingwith the value system and adaptation of students from different countries to varied educationalframeworks and curricula, while the next paper: "The relationship between gender, ethnic originand adolescents’ system of democratic perceptions, attitudes and behavior" by Dorit Alt, NavaMaslovaty and Arie Cohen deals with differences according to background variables : gender andorigin of the family in veteran students population. The last paper " Moral education in schools:Teachers authority and students’ autonomy" by Brigitte Latzko, deal with cognitive and emotionalfacets of children’s and adolescents morality. The results of the studies presented arise theoreticalmodels and pedagogical implications for developing and constructing students in variededucational frameworks by using different contents and strategies.Values and Knowledge Education (VaKE) in European summer campuses for gifted students:native vs. non native speakersJean-Luc Patry, University of Salzburg, AustriaSieglinde Weyringer, University of Salzburg, AustriaAlfred Weinberger, Pädagogische Hochschule der Dioezese, AustriaThe "Values and Knowledge Education" (VaKE) approach is a constructivist teaching concept inwhich both values education (Kohlberg) and teaching of content ("knowledge education": Piaget;Glasersfeld) are combined: Starting from a classical Kohlbergian dilemma, the students recognizetheir information needs and fill the gaps through the internet and other sources. Experience showsthat in VaKE the students often learn much more than in regular classes. Since debates are the coreelements in this approach, language plays the central role in the process. VaKE has been used forthree years in a row in Summer Campuses of one week each with gifted students from tenEuropean countries with native and non native speakers of German (the working language) for atotal of about 145 students. The hypothesis is that the non native speakers will have somedifficulties at the beginning but then the native speakers will adapt their language to them and theythemselves will have accommodated to the language level, so at the end there will be lessdifference, if any. Two designs were used: a pre-post-follow-up and a process analysis design.After a general overview over the pre-post-follow-up comparisons for native and non nativespeakers, details on the process analyses are given. The assessments are done using the lessoninterruption method: After each unit, the students are asked to respond to a questionnaire referringdirectly to what was experienced by them in several cognitive domains and how they perceived therespective units. The hypothesis can be specified to say that there is no difference between nativeand non native speakers in descriptions of the teaching, whereas there are differences in the sensementioned above in the variables which involve cognitive processing. The results confirm thehypotheses but can be specified.Moral education in school: Teachers’ authority and students’ autonomyBrigitte Latzko, University of Leipzig, GermanyThis presentation investigates the relationship between authority and autonomy in terms of moraldevelopment. Empirical data of several studies is presented: In a questionnaire study 114 studentsin the age of 15 and 18 years were asked to legitimate their teachers’ authority. The findings– 610 –