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Edwards, Alexander Kyei. "Professional Citizenship and Otherness Leadership Development: Examining the Relationships among Meaning, Moral Reasoning, and Diversity Competencies of Graduate Students." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242401256.
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Brites, Nelson Lopes. "Percepções de justiça, cidadania e competência moral na escola." Master's thesis, Instituto Superior de Psicologia Aplicada, 2006. http://hdl.handle.net/10400.12/443.
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Dissertação de mestrado em psicologia educacional<br>O presente estudo tem como pano de fundo a convicção de que um exercício maduro e consciente da cidadania na idade adulta poderá ser determinado pela qualidade das vivências experimentadas pelo sujeito em clima escolar. De facto, a educação para a cidadania tem sido, de há uns anos para cá, uma preocupação constante dos agentes educativos e da sociedade em geral, por ser basilar na aquisição de uma consciência democrática, apoiada em critérios de justiça.
Transversalmente subjacente a este estudo, está a crença de que o modelo da escola como comunidade justa, tal como proposto por Kohlberg, constituirá uma oportunidade fulcral para a vivência da democracia, da justiça e dos direitos e deveres cívicos, com incontornáveis ganhos para o desenvolvimento sócio-moral do indivíduo, com todas as consequências benéficas daí decorrentes para o próprio indivíduo, para os ambientes em que se insere e, inevitavelmente, para a sociedade em geral.
Assim, este trabalho assenta em pressupostos teóricos provenientes de dois grandes campos: do da Psicologia Social, nomeadamente da investigação na área das percepções de justiça e do da Psicologia do Desenvolvimento, em particular do modelo de escola como comunidade justa. Do primeiro subjaz a ideia de que o modo como os adolescentes avaliam a forma de tratamento dos seus professores poderá influenciar os seus comportamentos de cidadania, nomeadamente os de solidariedade e cooperação; do segundo, a ideia de que a vivência da comunidade justa poderá incrementar a qualidade das representações do sujeito sobre os direitos e deveres cívicos, favorecendo dimensões do comportamento sócio-moral que se prendem com o exercício maduro da cidadania democrática.
Este estudo teve as seguintes finalidades: a) aprofundar o conhecimento da experiência social da cidadania dos estudantes na escola, com base na análise da representação dos estudantes sobre a justiça dos professores e sobre a cidadania em contexto escolar; b) perceber a relação entre as percepções de justiça e as representações acerca da cidadania na escola aferindo, de igual modo, a moderação desta relação pelo índice de competência moral, o sexo, idade e ano de escolaridade; c) dar um contributo para o estudo da relação entre cognição e acção. Assim, a hipótese básica subjacente a este estudo é a de que a avaliação do carácter de justiça que os alunos fazem dos seus professores poderá influenciar as suas representações e comportamentos de cidadania, e de que essa relação poderá ser moderada pela competência moral, idade, ano de escolaridade e género dos sujeitos.
A amostra do estudo é constituída por 309 estudantes dos 8o e 11° anos de escolaridade, rapazes e raparigas, com idades compreendidas entre 12 e os 21 anos de idade. Utilizaram-se três instrumentos: um questionário sobre as percepções de justiça do comportamento dos professores (Gouveia-Pereira, 2004), um questionário sobre o exercício da cidadania em contexto escolar (Carita; Gouveia-Pereira, Marçal & Brites, 2004) e o MJT- Moral Judgement Test, questionário de avaliação da competência moral de Georg Lind na versão portuguesa de Patrícia Bataglia, adaptada por Ribeiro & Menezes (2000).
Os resultados obtidos permitem-nos ter uma imagem mais consistente das representações dos participantes sobre a justiça dos professores e sobre os seus próprios comportamentos de cidadania em contexto escolar e da relação entre as percepções de justiça e o exercício da cidadania.
Em primeiro lugar, os resultados deste estudo permitem-nos concluir que de uma forma geral prevalecem as avaliações favoráveis quanto à justiça da actuação dos professores com base em critérios relacionais e distributivos, sendo mais crítica a avaliação que diz respeito à equidade de actuação perante todos os alunos.
Os resultados permitem-nos também perceber que, de uma forma geral, o ensino ainda se encontra muito centrado no professor, havendo poucas oportunidades para os estudantes intervirem em aspectos relacionados com as dimensões mais académicas do currículo. Aliás, os estudantes afirmam reconhecer e pôr em prática comportamentos de cooperação e solidariedade na escola, embora o seu alvo preferencial seja claramente os seus pares, existindo um certo distanciamento face ao professor.
De igual modo, podemos compreender que a forma como os alunos percepcionam a justiça da actuação dos seus professores poderá ser determinante para as suas representações e comportamentos de cidadania na escola e, por extensão, para a criação de condições conducentes a um desenvolvimento sócio-moral do sujeito de maior qualidade.
As variáveis índice de competência moral, ano de escolaridade, idade e sexo mostraram exercer efeitos de moderação em alguns aspectos da relação entre as percepções de justiça e as representações acerca da cidadania na escola.
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Pasoula, Eirini. "The development of moral, social and citizenship education in the context of the ethos and the curriculum of Greek primary schools : five case studies." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10006635/.
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Romito, Diana H. "Character development/citizenship programming as a school improvement plan option and the relationship to performance on state standardized tests and reduced incidence of negative student behaviors." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560842.
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Hendricks, Dorothea. "The promotion of moral development: a case study of teachers' perceptions and practices in a rural, primary school in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7894_1256888519.
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<p>This research was undertaken to explore teachers' perceptions and practices as mediators of morals and values. Schools have an important role to play in developing future citizens as moral beings. This is variously named citizenship education, character education, moral education, and values education.</p>
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Marçal, Carla Maria Martins. "Percepções de justiça, legitimação da autoridade e exercício de cidadania no contexto escolar." Master's thesis, Instituto Superior de Psicologia Aplicada, 2005. http://hdl.handle.net/10400.12/631.
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Dissertação de Mestrado em Psicologia Educacional<br>Este trabalho debruçou-se sobre os efeitos da percepção de justiça no contexto escolar. Foram três os objectivos gerais de pesquisa do presente estudo: (a) analisar o impacto das percepções de justiça na legitimação da autoridade escolar (os professores); (b) analisar o impacto das percepções de justiça no exercício de cidadania escolar e (c) analisar o papel mediador da legitimação dos professores na relação entre as percepções de justiça e o exercício de cidadania.
A amostra do estudo foi constituída por 293 estudantes dos 5o (94), 8o (105) e 11° (95) anos de escolaridade, com idades compreendidas entre os 10 e os 19 anos, rapazes e raparigas, de duas escolas públicas da região de Lisboa, uma Básica 2.3. e outra Secundária. Na recolha dos dados utilizámos um questionário composto por uma questão aberta, remetendo para a descrição de uma situação em que os alunos se sentiram injustiçados por um professor, e três escalas distintas: percepção de justiça (Gouveia-Pereira, 2004); legitimação do professor (Gouveia-Pereira, 2004) e exercício de cidadania escolar (construída no quadro da pesquisa).
Ao analisarmos os nossos resultados verificámos que são, essencialmente, os aspectos relacionais de justiça que contribuem para os alunos legitimarem a autoridade dos seus professores; o mesmo não se verificando com a justiça distributiva. Relativamente à relação entre a percepção de justiça e o exercício de cidadania, verificámos que é também a dimensão relacional de justiça que mais fomenta o exercício de cidadania nas dimensões analisadas (participação, solidariedade/cooperação, assunção de responsabilidades). De igual modo, ao analisarmos a mediação da variável legitimação da autoridade escolar na relação entre as percepções de justiça e o exercício de cidadania verificámos que esta mediação é total. Os resultados referidos validam o Modelo Relacional de Autoridade (MRA) (Lind & Tyler, 1992), uma vez que são os aspectos relacionais de justiça que mais explicam a legitimação da autoridade escolar e, valida-se ainda, o Modelo do Envolvimento do Grupo (MEG) (Tyler & Blader, 2003), na medida em que a justiça relacional fomenta a valorização da cooperação e os comportamentos de obediência voluntária a directivas da autoridade.
Este estudo contribui para a compreensão do que conduz os estudantes adolescentes a legitimarem a autoridade dos professores, bem como "abre caminho" para a compreensão do como os alunos se envolvem no exercício de cidadania escolar.
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Pilo, Lina. "Gymnasieelever och fostran av demokratiska medborgare : En enkätstudie av elevgruppers nivåer av moraliska och kognitiva utveckling." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3110.
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<p>This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.</p><p>The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.</p><p>The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.</p>
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Silvane, Charles Busani. "A plural moral philosophical perspective on citizenship education." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22000.
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The thesis explores the plausibility of grounding citizenship education in a plural moral philosophical perspective without the danger of relativism. This is meant to enrich and allow citizenship education to reach its full potential of developing responsible and participatory citizens. Most societies require education to develop responsible citizens who have a questioning attitude as well as willing to contribute to the general welfare of society and the environment. However, citizenship education often fails to reach its full potential because it is theorised on a single moral philosophical perspective such as deontic rights. To date there has been little intellectual engagement in the research literature on citizenship education with the question of whether it might be possible, let alone valuable to have a citizenship education underpinned by a plural moral philosophical perspective. Drawing from literature in moral philosophy and education, the study follows a philosophical approach to analyse a conceptual framework which includes deontological ethics, virtue ethics, care ethics, utilitarian ethics and the capabilities approach. It is argued that teachers may draw from a plural moral philosophical perspective on citizenship education so that we do not only develop citizens with rights, who participate in making and obeying laws, but citizens who are motivated to participate for the right reasons, at the right time and for the right motive, and, at the same time are sympathetic to the plight of others and willing to facilitate the capabilities of others. In particular, virtue ethics and care ethics are essential for personal (moral) and social dimension of citizenship education while deontological ethics and the capabilities approach contribute towards the political dimension. It is also proposed that teacher education should include moral philosophy as well as the reading of literature in order to promote a broad conception of education which enables teachers to draw from a plural moral philosophical perspective in teaching citizenship education as a theme across the curriculum.
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Abdullah, Nur Surayyah Madhubala. "Reframing pluralism for moral and citizenship education in Malaysia." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020542/.
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The idea of moral and citizenship education currently operating in Malaysia's plural society is inadequate. This may be inadequate because the conceptualisation of pluralism, specifically the idea of a person that underpins it, fails to recognise the embeddedness of a person and the fact of individual positioning. The current conceptualisation fails to provide a cohesive basis for social unity and solidarity amongst members of Malaysia's plural society through the moral and citizenship education promoted at present. I draw upon the works of Charles Taylor, Sen and Appiah in discussing the idea of the situatedness of a person. Also, from Burbules on the idea of dialogical relations and discourse with others, to justify the claims made in this thesis. I argue that a moral and politically cogent basis for social solidarity and national unity that is acceptable to all, is one which is not ethnically, religiously or culturally defined, but one which provides for a mutual understanding of, and respect for others, borne of a deep sense of concern for others as persons, allowing them to interact with others, in both the public and private areas of society, in an open and transparent manner. Raimond Gaita's concept of a common humanity and his notion of the preciousness of a person offer one possible ethical basis for respecting others as persons. Using this, I suggest a possible conception of moral and citizenship education for Malaysia's plural society.
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Coetzer, Erika. "Parents' perspectives on the role of the school in citizenship and moral education." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6448_1208779947.
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<p>The purpose of the study was to explore what parents expect of schools regarding citizenship and moral education. It was argued that it is important that parents' views are taken into accouint when exploring citizenship and moral education in the schools in order to enhance congruence between values and associated virtues promoted at school and at home.</p>
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Engelhardt, Craig S. Glanzer Perry L. "Moral and civic education and the public value of religious schools." Waco, Tex. : Baylor University, 2009. http://hdl.handle.net/2104/5340.
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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.
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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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Ashley, Martin Reginald. "Value as a reason for action in environmental education." Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265048.
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Essa, Fatima. "Do values in education create spaces for democratic citizenship?" Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.
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Thesis (MEd)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to
have become an important facet of the transformation of education agenda in
South Africa. My argument in favour of a "Values in Education" initiative to be
implemented in schools along the lines of democratic citizenship can be
considered as an attempt to contribute to the democratisation of schooling post-
1994. This thesis develops a link between "Values in Education", intersubjectivity
and democratic citizenship and argues that "Values in Education" can cultivate
democratic citizenship in South African schools.
KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.<br>AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n
belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die
onderwys te wees. My argument ten gunste van die implementering van 'n
"Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese
burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering
van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap
tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap
ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys"
wel demokratiese burgerskap in skole kan bevorder.
KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en
burgerskap.
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McQueen, Gregory P. (Gregory Paul). "Moral Judgment Development in Higher Education Administration." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278754/.
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Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significant factor in the selection of fellows. Salary and years of administrative experience, however, were related to selection. Candidates with higher salaries were more likely to be selected as fellows and tended to have lower levels of moral judgment development. The study revealed that there are variables affecting the selection and further investigation is necessary to determine which variables affect the selection and if they contribute to the goals of the fellowship program. Participation in the fellowship program did not significantly affect the fellows' level of moral judgment development as a group. The fellowship program did, however, have a positive impact on the upper third subgroup of fellows and a negative impact on the lower third subgroup. The performance of the upper third indicated that they have the potential to make a significant contribution to higher education administration. The middle third subgroup's performance indicated it is in a position to benefit significantly from program adjustments which enhance the fellows' awareness and broaden their perspective of the social milieu, within which higher education functions. Performance of the lower third indicated that the fellowship program might be adapted to meet the needs of this subgroup. Further study of other variables separating these three subgroups is needed. A longitudinal study could be completed to determine if candidates in the three subgroups went on to make the contributions in higher education administration this study implied they were equipped to make.
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Choi, Moonsun. "Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.
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Lee, Feng-Jihu. "Emotivism, prescriptivism, Confucianism and moral education : some implications for the development of moral education in Taiwan." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385040.
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Aguiar, Carla Alexandra Matos. "Comportamentos e ideias de crianças do 1º CEB sobre o bullying." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16773.
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mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico<br>Este relatório de estágio reporta-se ao trabalho
desenvolvido no âmbito da prática pedagógica supervisionada
e seminário de investigação educacional, do Mestrado em
Educação Pré-Escolar e Ensino do 1.º CEB, junto de uma
turma do 3.º ano de escolaridade, num agrupamento de
escolas da região de Aveiro. O relatório tem subjacente o
estudo da problemática do bullying em contexto escolar,
enquadrando-se a nossa abordagem numa dimensão
curricular de natureza mais ampla, a educação para a
cidadania. O bullying nas escolas não é um fenómeno novo. É
um fenómeno universal que afeta gravemente o bem-estar, a
saúde e a personalidade de crianças e jovens. A realização
de estudos em torno desta temática é importante, na medida
em que permite a sua melhor compreensão e,
consequentemente, melhor fundamentar possíveis
intervenções. Nesta linha de pensamento, procurámos
conhecer as ideias e os comportamentos das crianças da
turma em situações de conflito, através da observação e de
entrevista, e desenvolvemos iniciativas em sala de aula, que
ajudassem à tomada de consideração da perspetiva do outro
através da dinamização de trabalhos de grupo, procurando a
integração de todas as crianças da turma e a prevenção do
bullying. A partir desta nossa experiência concluimos ser
indispensável que na escola se trabalhe comportamentos prósociais,
a empatia e a cooperação em sala de aula.<br>This internship report refers to the work performed in the context of
supervised teaching practice and educational research seminar
under the Master in Preschool Education and Teaching of the 1st
CEB, with a 3rd grade class of the Aveiro’s region grouping of
schools. This report focuses on the studying of bullying within
scholar environments, fitting up our approach on a broad curricular
dimension nature, the education for citizenship. Bullying in schools
is not a new phenomenon. Its nature is universal and it seriously
affects the well-being, health and personality of both children and
teenagers. Bullying studies are essential as they provide better
understanding of this problem and as a consequence, better
grounds for eventual future interventions. In line with this, we tried
to understand thoughts and behaviors of children in class when
facing conflict situations, through both observation and interview.
We also promoted teamwork situations in the classroom, oriented to
help each child taking another’s perspective, and trying to integrate
all children in class and also prevent bullying. It is essential that the
school promotes prosocial behavior, empathy and cooperation in
the classroom.
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Ho, Chi-hang, and 何志恆. "The development of moral reasoning of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957158.
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Ho, Chi-hang. "The development of moral reasoning of Hong Kong students." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833182.
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Becker, Lana L. "Moral Development of Accounting Students: Opportunities and Challenges." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3012.
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Business schools are under scrutiny today as accreditation agencies, professional organizations, and employers hold them accountable for the ethical training of future professionals. This literature review explores how the understanding of Kohlberg’s moral development theory can help accounting educators in their commitment to develop the ethical competencies of students. Lawrence Kohlberg’s stages of moral cognition are explained as well as James Rest’s contributions to the field of moral psychology. This paper synthesizes research findings specifically related to the moral development of accounting students and proposes possible explanations for these results. While the potential to morally develop students of higher education has been established through prior research, today’s accounting educators are challenged to implement research and pedagogical strategies that will enable them to actualize this potential.
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Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.
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Silva, Marco Antonio Morgado da. "Educação ambiental para a cidadania e a construção de valores morais: diálogos entre pesquisa e intervenção." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12052015-142113/.
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O presente estudo se situa na interface entre os campos da Educação Ambiental e da Educação Moral. O nosso ponto de partida é a concepção de que a Educação Ambiental consiste em uma prática pedagógica dirigida fundamentalmente à formação da cidadania, o que requer um trabalho educacional que contemple a identidade moral no processo formativo dos educandos. Apostando nas contribuições oriundas dessa intersecção, desenvolvemos um projeto de Educação Ambiental para a cidadania em uma escola pública localizada na periferia da cidade de São Paulo e a tomamos como objeto de investigação. A presente pesquisa, portanto, assume caráter intervencionista e, do ponto de vista da investigação empírica, a nossa preocupação central foi explorar como a prática pedagógica realizada poderia contribuir com a formação em valores morais dos estudantes da 5ª série do Ensino Fundamental II. As diretrizes teórico-metodológicas da prática de Educação Ambiental para a cidadania foram referenciadas em metodologias problematizadoras e participativas de ensino-aprendizagem, em métodos de Educação Moral e na proposta de articulação entre a escola e a comunidade do entorno por meio dos Fóruns de Ética e Cidadania. Diante da tarefa de pesquisar uma intervenção pedagógica, a estratégia de investigação que elegemos para contemplar a complexidade do objeto constituiu-se pela reunião de um conjunto de métodos e técnicas de pesquisa (multimétodo). Para a coleta dos dados, empregamos a técnica da observação participante e lançamos mão de quatro instrumentos distintos: registros e relatórios de campo; coleta das atividades realizadas pelos estudantes; entrevistas semi estruturadas em grupos de discussão; e aplicação de um questionário para os estudantes ao final do projeto. Por meio dos três primeiros instrumentos objetivamos identificar os tipos de valores que compareceram de modo mais recorrente e explícito nas situações de ensino-aprendizagem e a forma pela qual isso ocorreu. Já por meio do questionário tencionamos verificar se o projeto de Educação Ambiental desenvolvido aportou contribuições para a preocupação dos discentes com temas ético-políticos. Os resultados indicaram que o projeto de Educação Ambiental para a cidadania trabalhou de modo sistemático cinco tipos de valores morais: justiça, solidariedade, generosidade, responsabilidade (com o bem comum e com as gerações futuras) e participação cidadã. Tais valores foram abordados por meio de práticas de intervenção na realidade e de momentos de significação intelectual e afetiva a respeito de conteúdos socioambientais. Após o término do projeto, os discentes que dele participaram demonstraram uma preocupação maior com temas ético-políticos em especial os que concernem ao campo ambiental em comparação com estudantes que não participaram do projeto ou que participaram apenas de momentos pontuais. Em linhas gerais, os resultados nos oferecem importantes indícios de que o trabalho sistemático e prolongado em torno de valores morais e a participação dos educandos na resolução de problemas e conflitos socioambientais reais, constituem estratégias relevantes para a construção de valores morais em uma Educação Ambiental para a cidadania.<br>This study is in the interface between the fields of Environmental Education and Moral Education. The starting point is the concept that Environmental Education is a pedagogical practice fundamentally aimed at educating for citizenship, which requires an educational work that includes moral identity in the formative process of students. Betting on the contributions from such intersection, in this research we develop an Environmental Education project to grow citizenship awareness in a public school located in the outskirts of the city of São Paulo and we took it as our object of investigation. This research, therefore, takes an interventionist nature and, from the viewpoint of the empirical investigation, our main concern was to verify to what extent the pedagogical practice conducted would be able to contribute to the education in moral values of 6th graders. The theoretical and methodological background for the Environmental Education project for citizenship took references from the problematization and participatory methodologies of teaching-learning, from methods of Moral Education and from the proposal of articulating the school and the surrounding community by means of Forums of Ethics and Citizenship. Challenged by the challenge of researching a pedagogical intervention, the strategy of investigation chose to encompass the complexity of the object being studied was the gathering of a set of research methods and techniques (a multi-method). In order to collect data, we have employed the technique of participating observation and we utilized four different tools: field notes and reports; collection of activities performed by the students; semi-structured interviews in discussion groups; and a questionnaire answered by the students in the end of the project. By using the first three tools, our purpose was to identify the types of values that are more recurrent and explicit in situations of learning and the way it happened. In turn, the questionnaire was intended to verify whether the practice of Environmental Education brought contributions for the concern of students towards ethical and political issues. The results indicated that the project of Environmental Education for citizenship approached, in a systematic manner, five types of moral values: justice, solidarity, generosity, responsibility (towards the common good and the future generations) and citizen participation. Such values were dealt with by means of practical experiences and through moments of intellectual and affective significance about the socio-environmental contents. As a result, upon the end of the project of Environmental Education for citizenship the students participating in it showed greater concern towards ethical/political topics especially those involving the environmental field in comparison to students who did not participate in the project or who took part only in isolated moments. In general, the results provide important hints that the systematic and lengthy work around moral values, as well as the participation of students in the process of solving socio-environmental conflicts, are relevant strategies toward the construction of moral values in the Environmental Education for citizenship.
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Alfredsson, Ola. "Medborgarutbildning på gymnasiet : Religionskunskap som upprätthållare av värdegrunden?" Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-78453.
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Syftet med uppsatsen har varit att se vilka värderingar elever har efter genomförd religionskurs och hur dessa stämmer överrens med lärarnas ambitioner. Genom en intervjustudie av elever och lärare har jag fått fram en bild av både värderingarna och ambitionerna. Dessa diskuteras mot bakgrund av läroplanen och kursplanen samt det medborgerliga utbildningsperspektivet, citizenship education. För att förstå elevernas värderingar bättre har jag använt mig av Bourdieus sociologiska teorier, vilket gett mig en bild av att skolan inte kan ta på sig hela ansvaret när det gäller överförandet av samhällets värden.
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Tennant, Stuart Barden. "Personal and Moral Development: A Development Curriculum Intervention for Liberal Arts Freshmen." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392807606.
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Cronin, Kerry. "Assessing Moral Development in the Liberal Arts." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104138.
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Thesis advisor: Karen Arnold<br>Liberal education has long claimed moral education to be a chief aim of its educational format. Liberal education supporters regularly assert its unique ability to foster moral and ethical development in students, but data regarding higher education's efficacy in promoting moral development are limited. Additionally, the educational goal of moral development suffers important philosophical and epistemological critiques which bring into question its adequacy as a worthwhile aim of contemporary higher education. In order to discern whether higher education resources should be used to pursue this educational objective, liberal arts practitioners and supporters must identify clearly what moral education is, whether it is a facet of college student development worthy of our attention, and how to adequately measure it. This study offers a careful analysis of data related to student moral reasoning development gathered in an evaluation process of a liberal education course at a mid-sized research institution. The central research questions focus on aspects of student moral development and students' perceptions of the moral dimensions of coursework and highlight how these interact with students' abilities to receive and process course materials and activities. The research design employs a concurrent triangulation approach to quantitative and qualitative course assessment materials. James Rest's Defining Issues Test (DIT), a well-researched, neo-Kolhbergian measure of moral reasoning, and student writing were analyzed in pre- and post-course evaluations to investigate students' moral reasoning development as they entered, changed and left a year-long liberal arts course. Results reveal important features of student moral growth, illuminating how students at different levels of moral reasoning development and with varying degrees of change with respect to moral reasoning engaged with liberal education course materials and activities in quite distinct ways. This is an important step in uncovering the unique aspects of liberal education that may foster and sustain moral growth<br>Thesis (PhD) — Boston College, 2015<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Yeap, Chin Heng. "An analysis of the effects of moral education interventions on the development of moral cognition /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.
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OLMSTEAD, GWENDOLYN TOROK. "MORAL DEVELOPMENT THEORY AND ITS PRACTICAL APPLICATION: MORAL EDUCATION IN THE AMERICAN PUBLIC SCHOOL SYSTEM." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990811063.
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Buell, E. Kevin. "The Relationship of Ethics Education to the Moral Development of Accounting Students." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/15.
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Ethical behavior and moral judgment are fundamental issues facing the accounting profession today. Changes in the ethical culture of accounting have brought about a crisis of ethical misconduct in the profession. External forces for better ethics in accounting, represented by Sarbanes-Oxley (SOX) legislation, and internal forces, represented by increased educational coverage encouraged by state societies and the AACSB, are attempts to influence the current crisis.
Research in the field of ethics and moral judgment in the accounting profession continues as researchers continue to examine factors influencing the ethical reasoning abilities of accountants and accounting students. The results of these studies may assist accounting schools and the accounting profession in controlling and improving the ethical orientation of the accounting profession.
This study examines the possible relationship of ethics education and moral reasoning of undergraduate and graduate accounting students. Limited previous research on these two variables has provided mixed results. This study examined undergraduate and graduate accounting students at six colleges and universities in the upper mid-west and southern region of the United States. The variable of ethics was measured with Rest's DIT-2 instrument and ethical education by completed ethics courses.
The results of this study demonstrate a significant relationship between ethics education and the moral reasoning of accounting students. However, the results were not in the expected direction, with the accounting students completing ethics education having a significant lower level than the accounting students without ethics education. In addition, this research found that accounting students who are 22 years of age or younger possess higher levels of ethical reasoning than accounting students who are older than 22 years of age. However, the findings show that there are no significant differences in the ethical maturity levels of accounting students when grouped by gender and education level.
These findings support the need for further research into determining factors influencing moral judgment in undergraduate and graduate accounting students.
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Taylor, Rob, and n/a. "Moral education: a critique of stage development theory and the philosophy for children programme as a moral education alternative." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20050816.142025.
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This thesis considers aspects of Piaget's and Kohlberg's
theories of the moral development and education of children.
It takes into consideration an old but valuable study of the
development of character in children. As a possible
alternative model to that provided by Kohlberg we suggest the
inclusion of the Philosophy for Children programme into
schools. Prior to the elaboration of this proposition we
critically analyse certain philosophical concepts put forward
by both Piaget and Kohlberg. Our aim here has been to suggest
that there are underlying philosophical weaknesses which have
a hidden but important impact on the acceptability of aspects
of their work. We express our concern at the acceptance of
Kohlberg's work in schools and point out why this is
unsatisfactory. We put forward what we take to be an
acceptable position in introducing moral education into
schools and we put forward an approach where this can take
place within the context of a broader educational programme
and which includes the Philosophy for Children programme.
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Shiel, C. "Developing global perspectives : global citizenship and sustainable development within higher education." Thesis, Bournemouth University, 2013. http://eprints.bournemouth.ac.uk/21122/.
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This volume and supporting papers constitute the submission for the award of a PhD research degree, by publication. Sixteen works completed by the author spanning ten years have been included for consideration. All the papers relate to a sustained endeavour to enhance higher education practice by exploring the salience of global perspectives, global citizenship and sustainable development, starting at the level of curriculum and pedagogy, escalating to encompass the development of an institutional-wide model and the concept of the ‘Global University’ and then extending to address university leadership, to examine how this might secure a ‘Sustainable University’. The contribution to knowledge lies in: the examination of the relevance of the concepts to higher education; the development of global perspectives as a pathway for change; the articulation of a framework that enables the relationship between concepts to be explored and; the proposition that global perspectives not only supports the institutional policy drivers of employability, diversity and internationalisation but would enable universities to contribute towards a more sustainable society. The papers individually and collectively, provide empirical evidence of a critical and reflexive account of a participative and holistic approach to change. The account of the change process, from curriculum development, to a consideration of institutional structure, and university leadership, contributes to knowledge in the articulation of what has facilitated and hindered engagement, and in demonstrating how practitioner knowledge may contribute to advance policy and practice within higher education.
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Morris, Ronald. "Philosophical foundations of moral values in sex education." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63345.
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Kolbert, Jered Benjamin. "The relationship between counselor education and moral development, conceptual development and self-actualization." W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1550154107.
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Skeens, Jared L. "Biblical values." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Huh, Mi-Hwa. "An education toward tendency learning for responsible behavior /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396763.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Leslie R. Williams. Dissertation Committee: Celia Genishi. Includes bibliographical references (leaves 189-194).
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Costandius, Elmarie. "Engaging the curriculum in visual communication design : a critical citizenship education perspective." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71660.
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Thesis (PhD)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: The importance of global and local change and transformation is emphasised through initiatives such as the United Nations Millennium Development Goals (2012) and the Earth Charter Initiatives (2011) for constructing a just, sustainable and peaceful global society. In South Africa, the need for transformation has been underlined by the South African Department of Education in the Education White Paper of 1997 (DOE 1997). At Stellenbosch University, the Pedagogy of Hope (US) project aims to find concrete ways to reflect on historical influences and current SA society. Tremendous progress has been made in transformation regarding legislative policies, but personal transformation within people is proving to be slow. As a response to these realities, a module called Critical Citizenship was introduced for first-‐ to third-‐year Visual Communication Design students at the Visual Arts Department at Stellenbosch University. The aim of this research project was to explore the perceptions and attitudes of students, learners and lecturers regarding personal transformation through teaching and learning in the Critical Citizenship module. As a framework for the study, I emphasised the importance of giving consideration to the emotional dimensions of learning (Illeris 2007), meaning considering the learning being (Barnett 2009) as a thinking, feeling and acting person (Jarvis 2006). The objectives of the study were to identify such emotional reactions to the Critical Citizenship module and to establish what the emotional reactions revealed about the immediate and broader context of the teaching and learning context in which students, learners and lecturers learn and teach.
I followed an interpretative approach and a case study research design that aimed at exploring and providing an in-‐depth investigation of the Critical Citizenship module was used. The themes that surfaced from reflections written by students and learners and from group interviews, comprised feeling unprepared for this type of project; feelings of guilt and shame; resistance to this type of project; asymmetry and assimilation, but also feelings of hope. Other responses, suggesting feelings of empathy, privilege, humility, re-‐ evaluation of priorities and values, sameness and difference, feeling out of a comfort zone and reflecting on blackness and whiteness were also interweaved with the main themes. The results of the research included that taking into consideration the emotional aspects in critical citizenship education is important because we are thinking, feeling and acting beings, but moving beyond emotional reactions toward rational actions is crucial. Critical citizenship cannot be taught in isolation because the context in which it exists plays a vital role and an inclusive critical citizenship curriculum within community interactions for the wider society is suggested.<br>AFRIKAANSE OPSOMMING: Die belangrikheid van globale en plaaslike verandering en transformasie word beklemtoon deur inisiatiewe soos die Verenigde Nasies se Millennium-‐ ontwikkelingsdoelwitte (2012) en die Aardemanifes Inisiatiewe (2011) vir die daarstelling van ‘n regverdige, onderhoubare en vreedsame globale gemeenskap. In Suid-‐Afrika is die behoefte aan transformasie deur die Suid-‐Afrikaanse Departement van Onderwys deur die Onderwys Witskrif van 1997 (DvO 1997) onderstreep. By die Stellenbosch Universiteit beoog die Pedagogie van Hoop (US) projek om konkrete maniere te verkry om historiese invloede en die huidige SA gemeenskap te oordink. Geweldige vooruitgang in transformasie is reeds ten opsigte van wetgewende beleid bewerkstellig, maar dit blyk dat persoonlike transformasie binne-‐in mense traag gebeur. ‘n Module genaamd Kritiese Burgerskap is as reaksie tot hierdie realiteit by die Visuele Kunste Departement te Stellenbosch Universiteit ingestel vir eerste-‐ tot derdejaarstudente in Visuele Kommunikasie Ontwerp. Die doel van die huidige navorsingsprojek was om die persepsies en houdings van studente, leerders en dosente ten opsigte van persoonlike transformasie deur die onderrig en leer van die Kritiese Burgerskap module te ondersoek. As ‘n raamwerk vir die studie het ek beklemtoon dat dit belangrik is om die emotiewe dimensies van leer (Illeris 2007) in ag te neem, wat inagname van die lerende wese (Barnett 2009) as ‘n denkende, voelende en handelende persoon (Jarvis 2006) behels. Die doelwitte van die studie was om emotiewe reaksies op die Kritiese Burgerskap module te identifiseer en vas te stel wat deur sulke emotiewe reaksies ontbloot word ten opsigte van die onmiddellike en breër konteks van die onderrig en leer konteks waarbinne die studente, leerders en dosente leer en onderrig gee.
Ek het met ‘n interpretatiewe benadering en lens te werk gegaan en ’n gevallestudie navorsingsontwerp is gebruik. Temas wat na vore gekom het uit refleksies wat deur studente en leerders geskryf is en uit groep onderhoude het die volgende behels: ‘n gevoel van onvoorbereidheid vir dié soort projek; gevoelens van skuld en skaamte; weerstand teen hierdie soort projek; asimmetrie en assimilasie, maar ook gevoelens van hoop. Ander reaksies wat ook met die hooftemas deurvleg was, was verteenwoordigend van gevoelens van empatie, bevoorregting, nederigheid, herevaluering van prioriteite en waardes, eendersheid en verskil, die gevoel van buite die gemaksone te wees en nadenke oor swartheid en witheid. Die resultate van die navorsing het behels dat dit belangrik is om die emotiewe aspekte by die onderrig van kritiese burgerskap in ag te neem omdat ons denkende, voelende en handelende wesens is, maar dat dit van kritieke belang is om verby emosionele reaksies na rasionele handeling te beweeg. Kritiese burgerskap kan nie geïsoleerd onderrig word nie omdat die konteks waarbinne dit bestaan ‘n deurslaggewende rol speel; ‘n inklusiewe kritiese burgerskap kurrikulum binne gemeenskapsinteraksies word vir die breër gemeenskap voorgestel.
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Newman, Benjamin Sean. "Mental Health Professsionals: Attitudes Toward Sex Offenders and Moral Development." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642193.
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Mental health professionals who provide treatment to sex offenders navigate the complex legal, ethics and moral intersections surrounding the population within the professional-personal dialectic. The purpose of this research study was to explore the potential relationship between mental health professional’s attitudes toward sex offenders and their level of moral development in order to encourage increasingly effective training and experiential interventions which then may impact treatment outcomes. Research participants included licensed and non-licensed counselors, social workers and psychologists (n = 135). Along with a demographic questionnaire and the Marlowe- Crowne Social Desirability Scale, the Defining Issues Test was used as a measure of moral development and the Community Attitudes Toward Sex Offender Scale evaluated the attitudes of mental health professionals toward the sex offender population. This study identified a statistically significant relationship between a mental health professional’s level of moral development and attitude toward sex offenders with 6.2% of the variation in attitudes related to DIT-II N2 scores. Mental health professionals that engaged in greater amounts of self-directed training endorsed less negative attitudes toward sex offenders. No relationship was found between the mental health professional’s length of experience, other types of training and attitudes toward sex offenders. The results and limitations identified within this study support further development of this line of research with an emphasis on recruiting a sample with a larger representation of participants with sex offenders specific credentialing and with the inclusion of additional or alternative assessments related to evaluating attitudes toward sex offenders.
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Newman, Benjamin Sean. "Mental Health Professsionals: Attitudes Toward Sex Offenders And Moral Development." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091790.
Full textAbstract:
Mental health professionals who provide treatment to sex offenders navigate the complex legal, ethics and moral intersections surrounding the population within the professional-personal dialectic. The purpose of this research study was to explore the potential relationship between mental health professional's attitudes toward sex offenders and their level of moral development in order to encourage increasingly effective training and experiential interventions which then may impact treatment outcomes. Research participants included licensed and non-licensed counselors, social workers and psychologists (n = 135). Along with a demographic questionnaire and the Marlowe- Crowne Social Desirability Scale, the Defining Issues Test was used as a measure of moral development and the Community Attitudes Toward Sex Offender Scale evaluated the attitudes of mental health professionals toward the sex offender population. This study identified a statistically significant relationship between a mental health professional's level of moral development and attitude toward sex offenders with 6.2% of the variation in attitudes related to DIT-II N2 scores. Mental health professionals that engaged in greater amounts of self-directed training endorsed less negative attitudes toward sex offenders. No relationship was found between the mental health professional's length of experience, other types of training and attitudes toward sex offenders. The results and limitations identified within this study support further development of this line of research with an emphasis on recruiting a sample with a larger representation of participants with sex offenders specific credentialing and with the inclusion of additional or alternative assessments related to evaluating attitudes toward sex offenders.
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Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.
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The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. Detailed profiles of each of the informants and reports of each interview are included. Conclusions were generally consistent with the literature. Teachers expressed several reasons for entering the profession: (1) working with people; (2) serving society; (3) continuing successful school experiences; and (4) desiring to emulate a significant teacher. Teachers described their moral purposes as related to caring, community awareness, lifelong learning, efficacy, and ethics. The teacher's role in society was described in similar terms. Several other important conclusions are described. First, these successful teachers had a sense of destiny with regard to entering the profession. This sense of destiny demonstrated the degree to which these successful teachers value the profession. Second, they described the importance of teachers serving others as role models. Third, most of the teachers suggested that their moral purposes have not changed very much over time even though students and methodologies have changed. Finally, they described community service as an important activity of the successful teacher. Again, these findings were consistent with the literature describing the dispositions of effective teachers. Recommendations for further research are included along with implications for teacher education and for in-service teachers. A model for devising a moral development plan for teacher education units is presented. Another model describes the process whereby in-service teachers can work to describe and develop their moral purposes. This study provides a detailed analysis of how successful teachers described their profession. The attitudes and beliefs underlying these descriptions are of significance to teachers and to teacher educators.
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Ye, Wangbei, and 叶王蓓. "Power and school-based curriculum development in moral education in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996799.
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Hoague, Sarah. "Student Voices: New Experiences, Empowerment, & Moral Development in Physical Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1532537250017522.
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Ratner, Julie. "Academic dishonesty and moral development : theory revisited /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11977802.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Lee Knefelkamp. Includes bibliographical references (leaves 226-240).
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鄧玉琼 and Yuk-king Alice Tang. "Development of environmental citizenship in students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3124600X.
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Loyd, Charles Michael. "Relationship of moral reasoning levels to professional development activities of vocational teachers /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487594970651542.
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Tennant, Stuart Barden. "Personal and moral development : a developmental curriculum intervention for liberal arts freshman /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253457.
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Wang, Pi-Lang. "Civics and morality among thirteen and fifteen year olds a study in the Republic of China on Taiwan /." online access from Digital dissertation consortium access full-text, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9719847.
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Masarsky, Daniel N. "A Physical Education Curriculum For Promoting Sociomoral Development." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/417.
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One area of development that can be facilitated in the context of youth sports and physical education is sociomoral development. Sociomoral development is defined as moral development in the context of social groups. The physical education classroom today lacks the content, structure, and teaching style that middle school students need in order to cement their sociomoral development so that they can experience positive developmental growth as they mature into adulthood. The purpose of this project was to educate future physical education teachers about the importance of including sociomoral development activities in their standard PE curricula. The presentation focused on teaching how to deliver a curriculum that implements games and activities with dialogue and reflection. These games and activities are then infused with team sports, giving students multiple opportunities to build a close knit connection with their classmates and advance their sociomoral development. In order to test the effectiveness of the presentation, a pre and posttest was used. The pretest and posttest contained a number of open ended questions and a fixed 20 item questionnaire which was divided into five different categories. The five categories were: P.E and prosocial behavior, Theory of structural development, Teacher’s role in sociomoral development, logistics of a sociomoral curriculum, and moral competence activities. Results indicated very slight increase in mean scores moving from pretest to posttest in all but one category. The moral competence category showed a modest increase in mean score moving from pretest to posttest indicating that participants did learn in this part of the presentation. Results from the open ended questions indicated that participants had existing knowledge of sociomoral development learned previously; however they learned new knowledge pertaining to how to structure a sociomoral curriculum through the scope of structural development style teaching. Future sociomoral curricula should emphasize as much active learning as possible, since this type of learning creates a stronger bond between sports and academia.
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Urban, Scott H. "Is a word to the wise sufficeint? : character education in public secondary schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/urbans/scotturban.pdf.
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Moore, Dee N. "The impact of professional development on the implementation of character education principles into Missouri CHARACTERplus project schools /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060126.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2002.<br>Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.
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Krapfl, Kristen A. "Judicial affairs: history, moral development, and the critical role of students." Kansas State University, 2011. http://hdl.handle.net/2097/8446.
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Master of Science<br>Department of Special Education, Counseling and Student Affairs<br>Kenneth F. Hughey<br>Judicial affairs play an integral role in the functioning of an institution and in the moral development of students. Thus, it is critical to have an understanding of the structures that are utilized, how to choose the most effective structure for one’s specific institution, and how to successfully bring about the moral and ethical development of students. The purpose of this report is to examine the judicial structures that are in place at institutions of higher education and their impact on students. Topics discussed include the history of discipline and current judicial structures that are commonly utilized (e.g., legalistic, collaborative, honor codes, and restorative justice), how they function, and if an ideal judicial structure exists. In addition, the report addresses the theoretical foundations of moral and ethical development through the work of Gilligan (1982), Kohlberg (1964), Perry (1981), and Piaget (1965), and provides perspectives and insight on the judicial process from both judicial and student affairs administrators as well as students who have experienced the process.
The findings presented in the report include the transition from judicial systems run by administrators to those run primarily by students, and the importance of understanding theories of student moral development despite the process that is chosen. Also noted are the significant impact of a student’s moral development on their perceptions of the process and on their resultant behaviors, and the role the campus environment plays in regards to behavior and discipline. Additionally, the findings convey the importance of employing judicial structures that are effective for the student population at the institution, and not subscribing to a one-size-fits-all model. Finally, the crucial role of evaluation and continual improvement in creating an effective structure, and the implications for future practice that come from this are discussed.