Relevant bibliographies by topics / Education as a Moral Practice

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education as a Moral Practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Education as a Moral Practice"

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BAKHURST, DAVID. "Practice, Sensibility and Moral Education." Journal of Philosophy of Education 52, no. 4 (November 2018): 677–94. http://dx.doi.org/10.1111/1467-9752.12329.

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Pring, Richard. "Education as a Moral Practice." Journal of Moral Education 30, no. 2 (June 2001): 101–12. http://dx.doi.org/10.1080/03057240120061360.

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Giwangsa, Sendi Fauzi. "PENTINGNYA PENDIDIKAN MORAL DALAM PENDIDIKAN KEWARGANEGARAAN." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (June 25, 2018): 26–40. http://dx.doi.org/10.47971/mjpgmi.v1i1.16.

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The recent phenomenon of moral decline has become a concern for some of our people. This is marked by the many immoral behaviors that are widely reported by national television. Education is one of the tools in instilling morals in children. Both education in the family environment and formal education at school. Citizenship Education (PKn) is one of the subjects that aims to encourage morale in students. Naum in practice often learning PKn only teaches knowledge only without any more emphasis on aspects of attitude and skills. Knowledge is important because knowledge will be the basis for action. But that is not enough to instill moral in students. Strengthening is needed especially in the aspect of attitude and of course it must be practiced in everyday life so that because morals are not enough just for material knowledge but also a habit of behaving in life.
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Yilmaz, Ferat, and Elcin Ayaz. "STEM education practices and moral character education: McSTEM?" Research in Pedagogy 11, no. 1 (2021): 45–62. http://dx.doi.org/10.5937/istrped2101045y.

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The paper deals with the problems of the relationship between the practice of STEM education, which focuses only on scientific disciplines, knowledge, skills and abilities, and opposing views according to which educational practices consisting of scientific or academic disciplines such as STEM and educational practice focus on morality, values and virtues, ie directly considers the possibilities of these differences in attitudes and approaches to education to can be considered together. This paper aims to discuss whether STEM can be considered on the basis of moral character with the support of a compilation piece. In this direction, the discussion in question has been processed and expanded separately from the standpoint of each STEM discipline - science, technology, engineering and mathematics. The paper uses methods of analysis and discourse as a theoretical analysis to investigate the mentioned issue, which examined whether approaches such as STEM-E, STEM-C and STEM-A have a moral point of view. As a result of the literature review, it was concluded that STEM applications can be resolved on a moral basis. Accordingly, suggestions were given to teachers on how to maintain STEM practices within an ethical framework.
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Sockett, Hugh. "A Moral Epistemology of Practice?" Cambridge Journal of Education 19, no. 1 (January 1989): 33–39. http://dx.doi.org/10.1080/0305764890190105.

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Dr. Sandeep S. Kadu and Ms. Akshaya Bhaskaran. "Microethics In Clinical Practice." VIMS Health Science Journal 7, no. 3 (October 15, 2020): 66. http://dx.doi.org/10.46858/vimshsj.7301.

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Ethics is defined as moral philosophy or code of morals practiced by a person or group of people.When the term 'ethics' is considered in clinical practice or medical education one tends to think only about the long established ethics like biomedical ethics, research ethics etc. but there are more.
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Zagzebski, Linda. "Moral exemplars in theory and practice." Theory and Research in Education 11, no. 2 (June 6, 2013): 193–206. http://dx.doi.org/10.1177/1477878513485177.

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Kaushan, Anatoly, and Evelina Gorobet. "Moral education – a fundamental criterion of educational activity, in the direction of the formation and development of the moral consciousness of the individual." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 46, no. 3 (2020): 85–93. http://dx.doi.org/10.46727/jshs.2020.v46.i3.p85-93.

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The essence of moral education is concentrated axiomatically at the level of the first principle, which highlights the necessary pedagogical correspondence between moral theory and moral practice. The objective dimension of moral education of an axiological and sociological nature is expressed, on the one hand, by moral norms and values, and, on the other hand, by moral traditions; the subjective one, of a psychological nature, is achieved by moral actions supported affectively and motivationally.
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Yankovych, Iryna. "Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 104–9. http://dx.doi.org/10.2478/rpp-2014-0027.

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Abstract The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims, the content of the technology, procedural components (forms, methods and means of interaction between a teacher and pupils), diagnostic tools, and the result that meets the defined aim. Moral education technology can also be interpreted as modern means of moral education; as a project (model) of moral education process; as a branch of scientific knowledge; as any educational innovation. Moral education technology is interpreted as a strategy of moral education in Polish educational science. Three strategies of moral education - forming, searching and open - have been described. There have been determined that in Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and methodology. The technology of moral education is interpreted as a branch of scientific knowledge about the process, bases, techniques, methods and means of moral education, as well as conditions of its effectiveness, which ensure educational skills. Criteria of moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies such as the lack of the accordance to the diagnostics criterion, an intuitive approach to solving moral education problems, complication of their solution have been cleared up. Prospects of using positive ideas in modern educational and moral environment have been revealed.
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Göttgens-Jansen, W., E. W. Tuinstra, and E. van Leeuwen. "Moral Dilemmas in Pharmacy Practice and Professionalism Education." Research in Social and Administrative Pharmacy 10, no. 5 (September 2014): e72. http://dx.doi.org/10.1016/j.sapharm.2014.07.174.

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Dissertations / Theses on the topic "Education as a Moral Practice"

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Samuelson, Peter L. "Moral imagination in theory and practice." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04232007-151719/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Ann Cale Kruger, committee chair; Laura D. Fredrick, Amy R. Lederberg, John Suarey, committee members. Electronic text (129 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references.
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Samuelson, Peter Leland. "Moral Imagination in Theory and Practice." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/epse_diss/45.

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A review of the literature in several domains reveals that moral imagination plays a role in how we deliberate about moral issues and what motivates us to act in a moral way. This study begins by outlining an operational definition of moral imagination based largely on Dewey’s model of dramatic rehearsal (Dewey, 1922), along with an explication of the role of image schemas, metaphor, empathy, and narrative in moral imagination (Johnson, 1993) and an examination of how moral imagination develops through the lifespan. A review of the research of the components of moral imagination is included, especially in the literature of moral development, problem solving, and creativity, as well as a proposal of an avenue of research to advance the understanding of this vital and complex human capacity. The study continues with an investigation of a curriculum designed to foster the cognitive processing of empathic emotions stimulated by viewing film clips from Hollywood-produced films. The curriculum stimulates moral imagination by offering situations in which participants can place themselves and then discuss possible moral outcomes. The curriculum is thought to aid in the development of moral expertise by exposing participants to a perspective-taking script from childhood (Hoffman, 2000) and making that script chronically accessible to the participant (Lapsley & Narvaez, in press). Three hundred sixty-six students (grades third through eighth) enrolled in after-school programs in two rural Georgia counties were randomly assigned to either an intervention or control group. The content of the intervention was delivered in a 3-week period in one county and in a 9-week period in the other. Results indicate that the longer intervention produced more gains in moral theme recognition (MTI; Narvaez, Gleason, Mitchell, & Bentley, 1999) compared to the shorter intervention. Participants in the shorter intervention demonstrated an attraction to moral theme statements reflecting higher stages of moral reasoning after the intervention than before compared to a control group from the same county. While further study is warranted, it appears the curriculum initiated a transition to higher stage reasoning in some of the participants.
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Hulshult, Nancy Kay. "MORAL LEADERSHIP IN ALTERNATIVE EDUCATION: THEORY AND PRACTICE IN SCHOOL ADMINISTRATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114085889.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], v, 117 p. Includes bibliographical references (p. 94-97).
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Ching, Sik-man Sandie. "An exploratory study on moral education in secondary schools : implications for social work practice /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325752.

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Lawrence, Lisa Ann. "Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193772.

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The purpose of this study was to examine how nurses' critical reflective practice, education level, and moral distress related to their work engagement. This is an area of study relevant to nursing, given documented United States Registered Nurse (RN) experiences of job related distress and work dissatisfaction, and the nursing shortage crisis. Nurses are central players in the provision of quality health care. There is need for better understanding of RNs' work engagement and factors that may enhance their work experience. A theoretical framework of critical reflective practice was developed and examined in this study.A non-experimental, descriptive, correlational design was used to examine the relationships among four study variables: critical reflective practice, education level, moral distress, and work engagement. The purposive sample consisted of 28 intensive care unit RNs (ICU-RNs) from three separate ICUs (medical, neonatal, and pediatric) in a 355-bed Southwest magnet-designated hospital. Measures of the key variables were as follows: (1) Critical Reflective Practice Questionnaire (CRPQ) developed for this study; (2) a subscale of Mary C. Corley's Moral Distress Scale; (3) Education level measured as the highest nursing degree earned to practice as a RN; and (4) the Utrecht Work Engagement Scale. All instruments demonstrated adequate reliability and validity.Pearson correlation and multiple regression analyses indicated support for the theoretical framework: There was a negative direct relationship between moral distress and work engagement, a positive direct relationship between critical reflective practice and work engagement, and moral distress and critical reflective practice, together, explained 47% of the variance in work engagement. Additionally, in the NICU, results indicated a positive direct relationship between increased educational level and critical reflective practice. Results also indicated that moral distress was a clinically significant issue for ICU-RNs in this sample.Strategies to promote critical reflective practice and reduce moral distress are recommended. Additionally, the findings support continued study of critical reflective practice and moral distress, and the role of education level, in nurses' work engagement. Research goals include continued study of the theoretical framework in larger study samples and in reference to additional explanatory factors.
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Ching, Sik-man Sandie, and 程式文. "An exploratory study on moral education in secondary schools: implications for social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247593.

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Phisalaphong, Rathdow. "Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3001/.

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This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and parents as an obedience approach to character education. Preparation of teachers included screening for their values and pre-service training. The instruction of meditation was approached gradually and aroused the children's interest. After three years of schooling, the third year preschoolers were well-behaved, helpful, and kind; no aggressive behaviors were reported. The assessment of moral development of preschoolers was based on observation of the teachers throughout the school year. Implications for practice are discussed, including procedures for gathering information on beliefs, attitudes, and culture of the parents before implementation of different models of moral development. Finally, future research directions are proposed.
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Norberg, Katarina. "The School as a Moral Arena : Constitutive values and deliberation in Swedish curriculum practice." Doctoral thesis, Umeå : Pedagogiska institutionen, Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-273.

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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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Gong, Susan Peterson. "The Moral Realism of Student Question-Asking in Classroom Practice." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6888.

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Question-asking has long been an integral part of human learning. In scholarly investigations over the past several decades, questions have been studied in terms of the answers they generate, their grammatical structure, their cognitive functions, their logical content, and their social dynamics. Studies of student classroom questioning have focused on science education and reading instruction particularly; they detail the reasons why students don't ask questions and explore a plethora of recommendations about teaching students how to question. This qualitative study addressed question-asking from a hermeneutic moral realist perspective, studying question-asking as it unfolded in the everyday practice of learning in a graduate seminar on design thinking. Findings of the study included seven themes that fit within three broader metathemes about the complexities and virtues of classroom questioning, the sociality of question-asking, and the temporality of questions in practice. Specific themes of the study concerned the complexity of overlapping practices within the classroom, ways in which students evaluated the quality and virtue of their questioning interactions, the moral reference points that guided student participation in various kinds of questioning (i.e., convergent questions, divergent questions, challenges to others), and the temporality of question-asking that reflected the way questions mattered to the students and how different aspects of the subject matter were disclosed and concealed in the process of learning. Findings from this study suggest that a moral realist-oriented inquiry can provide a wide-ranging and nuanced set of insights regarding question-asking as a part of student learning.
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Books on the topic "Education as a Moral Practice"

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Rockler, Michael J. Ethics and professional practice in education. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2004.

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Rockler, Michael J. Ethics and professional practice in education. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2004.

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Shirshov, Vladimir. Moral and spiritual education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/996096.

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The textbook examines the nature and function of spiritual and moral education, its principles, basic organizational forms, methods and technologies. The purpose of the publication is to familiarize readers with the methodological, theoretical and practical problems of spiritually-moral education, development of students ' potential positive motivation for self-regulation of their behavior taking into account spiritually-moral values in everyday life. Describes the issues management process of education, criteria and methods of evaluation of the results spiritually-moral development of students. Meets the requirements of Federal state educational standard of higher education of the last generation 44.04.01 direction of preparation "Pedagogical education" (program "Social security"). Designed for students, teachers, undergraduates and postgraduates of the faculty of life safety.
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Nixon, Jon. Towards the virtuous university: The moral bases of academic practice. New York, NY: Routledge, 2008.

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Teaching with integrity: The ethics of higher education practice. New York: RoutledgeFalmer, 2003.

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Policy in end-of-life care: Education, ethics, practice and research. London: Quay Books, 2006.

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Goodman, Joan F. The moral stake in education: Contested premises and practices. New York: Longman, 2001.

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Caring enough to lead: How reflective practice leads to moral leadership. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2008.

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1958-, Reiss Michael J., ed. Values in sex education: From principles to practice. New York: RoutledgeFalmer, 2003.

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Teaching as a moral practice: Defining, developing, and assessing professional dispositions in teacher education. Cambridge, Mass: Harvard Education Press, 2010.

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Book chapters on the topic "Education as a Moral Practice"

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Schweigert, Francis J. "Moral Learning as Moral Practice." In Business Ethics Education and the Pragmatic Pursuit of the Good, 105–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33402-8_6.

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Schussler, Deborah L., and Peter C. Murrell. "Quality Teaching as Moral Practice: Cultivating Practical Wisdom." In Quality and Change in Teacher Education, 277–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24139-5_17.

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Schweigert, Francis J. "Moral Apprenticeship: Moral Formation in the Context of Practice." In Business Ethics Education and the Pragmatic Pursuit of the Good, 219–39. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33402-8_11.

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Miller, Christian B. "Moral relativism and virtue." In Virtues and Virtue Education in Theory and Practice, 11–25. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in character and virtue education: Routledge, 2020. http://dx.doi.org/10.4324/9780429343131-3.

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Hue, Ming-Tak. "Life education, positive education, and character education in Greater China: Theory, research, and practice." In Life and Moral Education in Greater China, 235–50. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge series on life and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429324161-12.

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Bowden, John A., and Pamela J. Green. "Connected moral capability: The missing link in doctoral education." In Understanding Teaching-Learning Practice, 61–76. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6990-2_4.

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Schussler, Deborah L. "Meaningful Disposition Frameworks to Enhance Teachers’ Moral Practice, Role of." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_157-1.

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Bowden, John A., and Pamela J. Green. "Moral compass framework (MCF) for resolution of wicked problems in doctoral education." In Understanding Teaching-Learning Practice, 27–44. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6990-2_2.

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Wright, Jennifer Cole. "Diversity, deviance, and virtue within imperfect moral communities." In Virtues and Virtue Education in Theory and Practice, 133–48. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in character and virtue education: Routledge, 2020. http://dx.doi.org/10.4324/9780429343131-12.

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Catacutan, Maria Rosario G., and Allan B. de Guzman. "Moral Sensitivity Practice in Academic Deanship: Does It Really Matter?" In Fast forwarding Higher Education Institutions for Global Challenges, 173–84. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-603-4_15.

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Conference papers on the topic "Education as a Moral Practice"

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Novikov, Vladislav Aleksandrovich. "Fundamentals of spiritual, moral, patriotic and cultural education in work with students of the Mozhaisk Technical School." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-21894.

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The article discusses the main directions of the educational and psychological adaptation course in the spiritual and moral education of students of the Mozhaisk Technical School, the formation of a correct civil position through the love to history, the Fatherland, and small motherland. Respect for the representatives of various nationalities and denominations of religion becomes every year an increasingly relevant topic. In this regard, spiritual, moral and patriotic education becomes a guarantee of a correct civil position.
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Sun, Mingzhi. "Life-oriented Moral Education and Its Practice." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.62.

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Frolova, Lyudmila Sergeevna. "Features of tolerance among schoolchildren in the context of inclusive education." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22216.

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The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.
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"Enlightenment and Reference of Kohlberg's Moral Education Theory to the Moral Education Practice of Contemporary College Students." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000621.

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Wang, Gaojun. "The innovation and practice of teaching methods of moral education." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.310.

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He, Ming. "Path Analysis on Moral Education Practice of Steel Spirit Culture." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.14.

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Kong, Wenhua. "Chinese Universities Teaching Practice Quality of Moral Education Evaluation Research1." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.281.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Voronova, Anastasiia Anatol'evna. "Features of Creating a Program of Spiritual and Moral Development, Education of Students in the Process of Developing AGEP." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96380.

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Diakova, V. V., E. V. Kargapolova, J. A. Davidova, N. V. Dulina, and M. A. Simonenko. "Reading in the system of spiritual and moral education of the sudent community." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.462.475.

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Spiritual and moral education of the student community is one of the topical subjects discussed by both the scientific community, public authorities and social organizations. Reading plays a particular role in this process. Firstly, it serves as a tool for formation of moralities, secondly, it is a practice that facilitates socialization, and thirdly, reading is one of the basic values to transfer from generation to generation. Scientific literature has accumulated expertise in interdisciplinary analysis of reading practices. This paper presents the findings of the sociological survey conducted among Russian university students. The authors made conclusions about activity-related and axiological components of reading practices as far as university students are concerned. Students from three cities — Moscow, Volgograd and Astrakhan — shared their views on reading and then the opinion findings were submitted to comparative analysis. The research revealed common trends as well as peculiar reading practices of students from different cities. The research outlined the prospects for further investigation into reading practices as part of spiritual and moral education.
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Reports on the topic "Education as a Moral Practice"

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Boghossian, Peter. Socratic pedagogy, critical thinking, moral reasoning and inmate education : an exploratory study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5552.

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Tripp, Brie. From Theory to Practice: Interdisciplinary Science in Undergraduate Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7360.

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Impact Initiative, The, ed. ESRC-DFID Research for Policy and Practice: Disability and Education. The Impact Initiative / Institute of Development Studies, December 2017. http://dx.doi.org/10.35648/20.500.12413/11781/ii292.

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Xochihua, Alexis. Looking to the Future of Education: A Social Art Practice Pedagogy. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.302.

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Yeo, Marie. South Korean Teachers' Beliefs about Diversity: the Impact on Practice of Multicultural Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3116.

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Tofaris, Elizabeth, ed. ESRC-FCDO Research for Policy and Practice: Education Accountability Relationships Between Schools, Communities, and Government in India. REAL Centre, University of Cambridge and The Impact Initiative, September 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii353.

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Liberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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Risien, Julie, and John Falk. STEM Principal Investigators Perceptions and Practice of Broader Impacts: Front-end report for the Center for the Advancement of Informal Science Education. Corvallis, OR: Oregon State University, 2013. http://dx.doi.org/10.5399/osu/1122.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Glista, Danielle, Robin O’Hagan, Danielle DiFabio, Sheila Moodie, Karen Muñoz, Keiran Joseph, Christine Brown, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, August 2021. http://dx.doi.org/10.5206/0820211097.

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This document was informed by literature reviews conducted in accordance with the Joanna Briggs Institute’s guide to evidence synthesis (Aromataris & Munn, 2017; https://joannabriggs.org) and includes evidence related to client candidacy, delivery models, modalities of delivery, and outcomes of virtual hearing aid fitting and management. This document provides clinical practice guidance for virtual hearing aid fitting and management processes and technological requirements in the delivery of such services (herein referred to as virtual hearing aid care). Virtual hearing aid care can include services delivered directly to a client by a provider or using facilitator-supported services and specialized equipment, depending on client factors, type of care, and the timepoint in the care process (e.g., initial versus follow-up appointments). This document will address virtual care including the following types of hearing aid care: o Programming o Verification o Validation o Management (counselling and education) Currently, virtual hearing aid care is better suited to follow-up appointments
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