Relevant bibliographies by topics / Empathy in teaching / Dissertations / Theses
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Dissertations / Theses on the topic 'Empathy in teaching'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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1

McCarthy, Noviski Krista Lynne. "Empathy in Medicine: What is the Lived Experience of Teaching Empathy in Medical Education?" University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588620779984618.

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2

Read, Nicole Elizabeth. "The Adolescence of France: Teaching for Historical Empathy." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1241050971.

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3

Cunningham, Deborah Lynn. "Professional practice and perspectives in the teaching of historical empathy." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:5bf95dbe-0fd9-49c2-9cc2-d2893d13da45.

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To empathise, in a historical sense, generally means to entertain the perspectives and values of people in the past through consideration of the circumstances they faced. Widely acknowledged as a fundamental part of the historian's craft, empathy has had a more tenuous place in school history due to the conceptual confusion of the term, its association with the promotion of a leftist political agenda, and its difficulty for pupils. Scholarship on empathy has focused upon its philosophical meaning and students' thought processes, but has largely neglected to explore teachers' knowledge and prac
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Geschier, Sofie M. M. A. "The empathy imperative : primary narratives in South African history teaching." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8175.

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Includes abstract.<br>Includes bibliographical references (p. 229-240).<br>National and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this ‘never again’ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as
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5

Kwok, Hiu-lam, and 郭曉琳. "The effects of schooling on empathy toward animals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198862.

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In Hong Kong’s schools, it is common to see meat-based lunches and snacks, photos of captive sea creatures in textbooks, dissection of animals in Science class, meat, dairy, eggs, wool in Home Economics class, animal-tested products in washrooms and so on. Schools seem to have (un)intentionally encouraged young learners’ ignorance of animal natures and ‘presumption of superiority’ over non-human animals. However, schooling may have increased the ‘moral debt’ to only some, instead of all, animals. If empathy can be considered a skill, does exposure to education ‘upskill’ or ‘deskill’ youth i
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Heger, Amy. "Empowering Teachers Through Empathy to Decrease Special Education Referral Rates." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5876.

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As mandated in Maryland public schools, principals cannot suspend students for infractions coded in the categories of disrespect and insubordination. To manage these behaviors, teachers need effective supports from educational leaders. The purpose of this case study was to explore a possible relationship between administrative supports and special education office referrals for disrespect and insubordination at a rural East Coast 8-12 school. The administration provided differentiated professional development by offering options that would meet the varied needs of teachers for classroom manage
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Fairlamb, Linda. "An investigation into the use of empathy in the teaching of English literature at Key Stage Three." Thesis, n.p, 2001. http://oro.open.ac.uk/18809.

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8

Higgins, Heather Marie. "Empathy training and stress : their role in medical students' responses to emotional patients." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30612.

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This study investigated the effects of empathy training on medical students' responses to emotionally intense situations. It also explored the interaction between empathy and stress. Thirteen volunteers from a second-year medical class completed the study which utilized a two-factor crossover design. In the first of three testing situations, each subject participated in a 15-minute videotaped interview with an actor who portrayed an angry, fearful, or grieving patient. Each medical student then completed measures of empathic understanding and perceived stress regarding the encounter, as well a
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O'Mara, Joanne. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365984.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discus
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Ciamarra, Daniel J. "Speaking Up: Using a Pedagogy of Love to Debunk Technical Teaching and Learning Practices." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311818956.

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11

Haas, Brandon Jerome. "IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5694.

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This qualitative interview study explores the perceptions of five USC Shoah Foundation Master Teachers who integrate IWitness in teaching about the Holocaust. The study focused on the perceptions of teachers as their students interact with survivor and witness testimony in IWitness as well as how IWitness provides a framework for moral education in comparison to other primary sources. Data gleaned from this study demonstrates the influence of personalized learning through testimony-based education on the development of empathy in secondary students. As IWitness is a new resource that engage
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12

Bostic, Timothy Bruce. "Teacher Empathy and Its Relationship to the Standardized Test Scores of Diverse Secondary Students." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/908.

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The purpose of this research study was to ascertain whether there is a relationship between teachers' cognitive role taking aspect of empathy and the Virginia Standards of Learning (SOL); English, Reading scores of their students. A correlational research design using hierarchical multiple regression was used to look for this relationship. In order to control for what previous research has shown to contribute to student achievement, a teacher's years of experience, degree level, self-efficacy beliefs about managing classroom behavior and a teacher's expectations for her students were measured
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O'Mara, Joanne, and jomara@deakin edu au. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching." Griffith University. School of Vocational, Technology and Arts Education, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.103642.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discus
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14

Hoffman, Brooke Y. "THE DEVELOPING EMPATHY, BELIEFS, AND SKILLS OF TEACHER CANDIDATES IN A FOUNDATIONAL COURSE ON TEACHING ENGLISH LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/515176.

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Applied Linguistics<br>Ph.D.<br>This dissertation examines the developing understandings of teacher candidates being prepared to teach ELs in general education PreK-12 classrooms. As the ethnic and linguistic diversity in U.S. classrooms continue to increase, it is crucial that teacher candidates receive high-quality, effective training in teaching culturally and linguistically diverse learners. Relatively few states currently require general education preservice teachers to participate in any formal training related to teaching ELs. The states that do have requirements and the teacher educati
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Baker-Salisbury, Mollie. "Teaching Empathy: The Impact of a Service-Learning Requirement on Medical Student Attitudes, Skills, and Professional Identity." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/554044.

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Urban Bioethics<br>M.A.<br>As medical students undergo their clinical years, they exhibit a well-documented loss of idealism, increasingly negative attitudes towards poor and underserved patients, and less interest in working with these patients. Here we describe the pilot year of a longitudinal service-learning requirement implemented as a part of the medical student pre-clinical curriculum. We hypothesized that increased non-clinical contact would decrease the formation of negative attitudes towards underserved patients. Students completed service hours at assigned community sites each semes
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16

Adkins, Christopher P. "Is empathy the missing link in teaching business ethics? A course-based educational intervention with undergraduate business students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618607.

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Past approaches to teaching ethics have been rooted primarily within the cognitive developmental tradition, with the focus on developing moral reasoning. Recent studies in cognitive neuroscience and social psychology have challenged this emphasis, highlighting the primacy of the emotion in driving moral decision-making. This study proposed that empathy may be an appropriate construct for integrating both processes, and that an moral education intervention that focused on empathetic perspective-taking based on Martin Hoffman's work may prove effective in both advancing moral reasoning and empat
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Healey-Hughes, Sarah Eve. "Compassion in the Curriculum: Exploring the Social Acceptability of teaching an Empathy Development Programme (EDP) within the context of New Zealand Primary Schools." Thesis, University of Canterbury. Educational Studies & Leadership, 2014. http://hdl.handle.net/10092/9343.

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Empathy development programmes (EDP) are currently implemented in several New Zealand primary schools. Research has indicated a variety of potentially beneficial outcomes to these programmes yet a gap in literature is evident in New Zealand regarding the social acceptability of school-based EDP’s. As social acceptability of any programme influences its efficacy and sustainability, this gap in literature indicates an apparent oversight for the successful implementation of these programmes. To address this gap in literature, 68 students training for a teaching career rated the acceptability of a
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18

Lau, Pui-yi, and 劉佩兒. "Exploring the effects of integrating process drama in life education on enhancing students' empathy in school bullying situations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209694.

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The current study aimed at exploring the potential benefits of integrating process drama, an interactive teaching methodology, into Life Education curriculum on anti-school bullying. The program effectiveness was evaluated through the enhancement in students’ empathy, including both cognitive and affective empathy, helping behavior and tendency as well as their knowledge on the basic concepts of bullying. Data was collected through self-reports. 141 S.2 students were recruited and randomly assigned to two groups, experiencing an anti-bullying intervention program through process drama (exper
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19

Colby, Sherri Rae. "Students As Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5192/.

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The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-gra
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20

Maruyama, Mika. "Humane education : the effects of animals in the classroom on children's empathy in Japanese elementary schools." PDXScholar, 2005. https://pdxscholar.library.pdx.edu/open_access_etds/3562.

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Although humane education, promoting children's kindness toward animals, has been evaluated as a factor influencing children's kindness toward humans later in their life, the effect of a classroom pet hasn't been well studied. The current study investigated the influence of intensified daily interactions with living animals in the classroom on the development of empathy among Japanese children. Specifically, the study examined (a) the effect of introducing animals into the classroom on children's empathic behaviors and attitudes, and (b) the generalization of this animal-directed empathy to hu
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21

Hendershott, Joseph Alan. "Educators' Perceptions Regarding Empathy and Its Overall Impact on the Educational Learning Process in Schools." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1407499163.

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22

Drinnon, Matthew Elliott. "The Perception of the Value of the Use of Primary Source Documents among East Tennessee Lakeway Area History Teachers in Grades 5-12." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1038.

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This study examines the perceptions of history and social studies teachers in the Lakeway Area of East Tennessee concerning the use of primary source materials in classroom instruction. The purpose of this study was to determine what value the educators in the intact group held for the use of primary source documents, how much time was devoted to the analysis of primary source documents by students in those classes, and potential barriers to the implementation of the use of primary source materials. The research design was descriptive and used data gathered from a survey instrument constructed
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23

Sjunnesson, Ludvig. "Simulated History as Life's Teacher : Investigating the potential for historical simulation games to nurture historical consciousness." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38386.

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This paper explores the potential of historical simulation games to nurture historical consciousness. Merging the subject of history and game studies, the material analyzed is the digital game Crusader Kings 2 as well as player created narratives spawned from it. The paper uses a mixed method from game study and history didactics, and theories of historical consciousness to interpret the material. The study shows that the potential to develop historical consciousness do exist in the historical simulation game, and that the narratives that players create from play contain signs of historical co
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Saarikoski, Ida. "Populärkulturens didaktiska egenskaper : En intervjustudie om populärkulturens didaktiska egenskaper utifrån resonemang av historielärare på mellanstadiet." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78944.

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Syftet med uppsatsen är att undersöka populärkulturens didaktiska egenskaper. Detta görs utifrån resonemang av historielärare på mellanstadiet.Syftet utgår från tre forskningsfrågor där tanken är att undersöka om lärarna använder populärkultur i sin historieundervisning och hur de i så fall motiverar användandet av detta. Den sista forskningsfrågan undersöker om lärarna anser att populärkultur kan bidra med förmågor och kunskaper hos eleverna, så som historisk empati. Undersökningen görs genom kvalitativa semistrukturerade intervjuer med fem historielärare på mellanstadiet, lärarna är i olika
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Shirley, James Michael. "Storyteller, Story-Teacher: A Portrait of Three Teachers’ Use of Story in Elementary Classes." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/msit_diss/3.

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The purpose of this qualitative study was to investigate the use of storytelling as a teaching strategy in the classrooms of three experienced elementary school teachers. Storytelling is defined in this study as the use of a narrative, spoken or written, in prose or in verse, true or fictitious, related so as to inform, entertain, or instruct the listener or reader. This research answers questions concerning; (a) what constitutes storytelling in these teachers’ classrooms, (b) teachers’ purposes for using storytelling, and (c) factors that have encouraged these teachers to employ storytelling
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Boberg, Michele J. "The effects of a social skills training program on preadolscents' prosocial behavior and self control." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221269.

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The purpose of this study was to examine the effects of the Skillstreaming the Adolescent social skills training program on sixth grade students' social skills as reported by themselves, their teachers, and their parents. The study was conducted in two phases. Participants in Phase I were 24 sixth grade boys and 25 sixth grade girls selected from a Midwestern, small suburban elementary school. Experimental Group 1 consisted of 24 students and Control Group I consisted of 25 students. The mean age of the students was 11.7 years. Participants in Phase II were 28 sixth grade boys and 21 sixth gra
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27

Yuste, Munté Montserrat. "L’empatia i l’ensenyament-aprenentatge de les Ciències Socials a l’Educació Primària a Catalunya. Un estudi de cas." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/402238.

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L’empatia és un indicador de pensament social i crític, i una de les capacitats que no sols condicionarà la representació i comprensió social de l’alumnat sinó que també facilitarà el seu desenvolupament en el món. L’empatia és també una de les demandes educatives actuals més significatives i necessàries, ja que una educació que inclogui el seu desenvolupament ens permetrà caminar cap a un món més just i sostenible. Tot i que l’empatia és indispensable en qualsevol de les àrees curriculars existents, és en l’ensenyament i l’aprenentatge de les ciències socials on se li ha de donar més prot
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Scoville, Tamara Lynn. "The Play's the Thing: Investigating the Potential of Performance Pedagogy." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2157.pdf.

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Jordan, Heidi Lynn. "A Purposeful Approach to Student Conduct with Deaf and Hard of Hearing Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2735.

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Teachers of deaf and hard of hearing students spend more time in conflict resolution than their general education colleagues do. Although emerging research suggests that both students and teachers benefit from an approach to student conduct that is more purposeful than traditional behavior modification models, further research was necessary to clarify how such an effective purposeful program would work. The purpose of this inquiry was to explore how teachers of deaf and hard of hearing students perceived and used a purposeful approach to student conduct. Deutsch's conflict resolution theory se
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30

Nunes, Fernando de Lima. "Para não esquecer : ensino de História e empatia histórica a partir da escrita de biografias de desaparecidos políticos da ditadura civil-militar brasileira." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/185949.

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Pensar o ensino de História da Ditadura Civil-Militar Brasileira a partir de práticas pedagógicas de construção de biografias históricas que nos permitam perceber a empatia histórica desenvolvida pelos alunos é o objetivo dessa dissertação. A atividade principal para a análise foi a construção, por parte de estudantes da Educação Básica, de biografias de mortos e desaparecidos políticos no período da Ditadura Civil-Militar no Brasil. Assim, a problemática inicial da pesquisa é "que conhecimentos e sensibilidades os estudantes da Educação Básica mobilizam ao aprender sobre a Ditadura Civil-Mili
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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.

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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perc
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Kim, Yoon Jung. "Teachers’ Sense of Efficacy to Teach English-Mediated Courses at Korean University Levels: Comparisons of Native English-Speaking (NES), Native Korean (NNES), & Korean 1.5 Generation English-Speaking (K1.5ES) Teachers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469140683.

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33

Ma, Lijun. "Intervention artistique dans les interactions d'apprenants de FLE en contexte universitaire chinois : exemple de la synchronisation du film pour une didactique des langues subjectivante -." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30036.

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Notre recherche a pour objectif d’analyser et montrer comment le cinéma, dans sa totalité, peut devenir un outil pédagogique pour effectuer une intervention par un biais artistique dans les interactions d’apprenants en cours de FLE en contexte universitaire chinois. Une réflexion théorique portant sur les interactions sociales, du point de vue des sociologues, nous dirige vers l’(inter)subjectivité des (inter)locuteurs en expression du français chez nos étudiants chinois. Nous sommes persuadée que chaque sujet communiquant se positionne devant les autres dans les interactions communicatives, p
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Weilander, Johan. "På väg till en narrativt fantasifull skola : Inlevelse, visuell litteracitet och narrativ kompetens i årskurs 4–6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85380.

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Den svenska skolans undervisning i det svenska språket har för avsikt att göra eleverna narrativt kompetenta, det vill säga, de ska kunna förstå och skapa berättande texter. Inom läroplanen finns dock en öppning för ett mer vidgat textbegrepp där det inkluderas visuell litteracitet, att eleverna exempelvis ska kunna förstå filmiska berättelser. Denna studies syfte är att undersöka på vilka sätt mellanstadieelever kan arbeta med en dokumentär filmberättelse om fyra skolbarn för att utveckla sina förmågor att skriva berättelser och vidga sina vyer av omvärlden. Begreppet narrativ fantasi, myntat
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Abi, Fadel Eva. "Une rencontre "philosophique" avec l'art ? Les ateliers Philosoph'art : observations, interprétations, interrogations en France et au Liban." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20063.

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L’objet de cette thèse consiste à analyser une expérience pédagogique en maternelle sur deux ans dans le cadre d’une association lyonnaise « Philosoph’art ». Dans cette recherche, nous interrogeons le statut d’innovation de cette expérience et nous étudions, plus précisément, la posture des animateurs pendant les ateliers à visée philosophique et pendant les ateliers artistiques et nous examinons ce qui fait l’originalité d’une telle expérience mise en perspective avec des travaux déjà existants sur la philosophie avec les enfants et les pratiques artistiques. De plus, nous exposerons la mise
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific t
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"Teaching Doctors to Respond with Empathy: A Pilot Study." Master's thesis, 2020. http://hdl.handle.net/2286/R.I.57404.

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abstract: Empathy is a critical component of high-quality healthcare. When present in the clinical encounter, empathy is important to physicians (empathy is correlated with reductions in physician anxiety and burnout) and to patients (empathy is correlated with better medical decision making, enhanced trust, and improved treatment adherence). Unfortunately, there is an empathy gap in healthcare–physicians often miss opportunities to demonstrate empathy to their patients. This leaves patients feeling unheard, less likely to bring up details important to their care, and less likely to follow tre
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"Historical empathy in the teaching and learning of Chinese history." 2005. http://library.cuhk.edu.hk/record=b5896448.

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Li Toi-wah.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2005.<br>Includes bibliographical references (leaves 105-113).<br>Abstracts and appendices in English and Chinese.<br>Table of Contents --- p.1-2<br>List of Tables --- p.3<br>List of Figures --- p.4<br>Chapter Chapter 1 --- Introduction --- p.5-8<br>Chapter Chapter 2 --- Literature Review --- p.9-41<br>Chapter 2.1. --- Historical Views of Empathy --- p.9-10<br>Chapter 2.2. --- Contemporary Views of Empathy --- p.11-14<br>Chapter 2.3 --- Historical Thinking and Historical Understanding --- p.15-19<br>Chapter 2.4. --- Hist
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Lin, Meng-Yen, and 林孟彥. "The Case Study of “Historical Empathy”Teaching for Ninth Graders." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/66651175712470340353.

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碩士<br>國立臺灣師範大學<br>教育學系<br>105<br>The current study intends to illustrate how “historical empathy” can be practiced into history teaching.due to the learning needs of social studies curriculum in junior high school. “Historical empathy” is a learning method that encourage learners to reconstruct the historical past by imagination and understand the thoughts and behaviors of historical figures by putting themselves into the time and space in the past. This method aims to amend and change the way of learning because learners used to merely memorize the “concrete concept”, such as the names of fig
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Lucas, Janet M. "Not Just a Feeling Anymore: Empathy and the Teaching of Writing." Thesis, 2011. http://hdl.handle.net/2069/362.

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Empathy has been studied in composition since the 1960s, although it has not yet been adequately defined or theorized. Compositionists tend to employ the common definition of empathy as a feeling of identification with others using the familiar metaphor “walking in another’s shoes,” derived from the liberal-humanist therapeutic paradigm of Carl Rogers and Abraham Maslow, which assumes a universal and transparent human experience. The purpose of this study is to develop a theoretical framework for empathy, answering the question: what is the function of empathy in the teaching of writing? Compo
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Chen, Ching hui, and 陳靜慧. "The Influence of Picture Book Teaching on Children’s Empathy and Prosocial Behavior." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/78218331749500981714.

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碩士<br>國立屏東教育大學<br>幼兒教育學系<br>100<br>This study aimed to explore the influence of picture book teaching on children’s empathy and prosocial behavior. The researcher adopted pre-experimental method to conduct the study. Eighteen children in researcher’s class participated in this study. The researcher used 16 picture books, including 8 storybooks related to empathy and 8 storybooks related to prosocial content, to conduct the teaching. The teaching process lasted for 8 weeks. Data collection methods included interview protocol of empathy story and observation of children’s empathy and helping
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Dobbins, Zachary Wayne. "Rhetoric's empathy : deliberation, narrative imagination, and the democratic hope of inquiry." 2008. http://hdl.handle.net/2152/18310.

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Rhetoricians have long sought to improve our efforts and capacity to reason together, to achieve at the very least mutual understanding in the face of conflict and difference. In Modern Dogma and the Rhetoric of Assent, for instance, Wayne Booth argues that the socalled rational-irrational split, in part, keeps us from doing this: achieving understanding of one another’s reasons. But despite this call to improve our rhetoric, there persists (especially in writing pedagogy) the sense that we must choose between reason and emotions like empathy. This dissertation explores whether empathic reason
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"Empathy and the teaching of history in secondary schools for blacks in South Africa." Thesis, 2015. http://hdl.handle.net/10210/15109.

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Ph.D. (Didactics)<br>This study deals with the problems encountered in the teaching of history in black secondary schools . Amongst others it refers to the poor performance in examinations, and the general apathy of pupils towards the subject . It is proposed that empathy should be an integral part of history teaching - from a teaching strategy to evaluation. The study consists of six chapters. Chapter 1 serves as introduction and states the problems and subsequent methodology of the research. Chapter 2 further analyses the reality of history teaching in black secondary schools. Attention is s
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Huang, Hui-Ying, and 黃惠英. "The Effects of Movie Appreciation Teaching Methods on the Empathy of The 6th graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/33923488384873199306.

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碩士<br>臺北市立大學<br>學習與媒材設計學系課程與教學碩士學位班<br>104<br>Abstract The study adopts qualitative research methods to explore influences on empathetic elements of the-sixth-grade students by film appreciating teaching. 25 students in the 6th grade are participants. Data analyses start with a series of film-appreciating teaching and discussions, applying movie discussion paper, working sheets, notes of practice of daily life, records of teachers’ observations, children’s empathy scales etc. Each datum coordinates research purposes and questions so as to make interpretations and do reflections. Results are fr
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Su, Chih-Han, and 蘇志翰. "The Action Research of Teaching with Movies to Enhance Junior High School Students’ Empathy." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/96128574753224997866.

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碩士<br>國立臺南大學<br>教育學系課程與教學教學碩士班<br>102<br>The purpose of this study was to discuss the development of teaching with movies to enhance students’ empathy, the problems and solutions of the whole course, and the progression. Action research was applied in the study, and the students were 3rd graders in a junior high school in Tainan. The data was collected with empathy scales, case-discussing sheets, learning sheets, carry-out records, observation records, and the feedback from students and parents. The major findings of the study were manifested as follows: 1. It was worth to design courses by te
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ching, Lin Yung, and 林筠菁. "Action Research-- The Using of Story Teaching to Develop Empathy of Pupils of Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/89116823701329823715.

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碩士<br>國立屏東師範學院<br>教育行政研究所<br>94<br>Abstract The main purpose of this study, based on multicultural education perspective, is to develop the empathy in high-grade pupils of elementary school. The major objects of this research are high-grade pupils of elementary school. After analyzing the result and progression of practicing story teaching, the researcher generalizes the performance of the pupils in developing empathy and the process of developing multicultural education to sort out the methods to develop the empathy in the high-grade pupils in elementary school. The objects of this research a
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Huang, Hui-Wen, and 黃輝文. "Discussion on the effect of moral narrative teaching on the empathy of grade 6 students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/88238472010660064517.

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碩士<br>國立臺北教育大學<br>教育傳播與科技研究所<br>95<br>This research discusses the learning performance when students receive moral education via observing their empathy and values of helping others. Descriptive moral education uses stories and discussions to teach students what ethical values are. The researcher has used comparative videos that displayed high and low empathy stories to let the students watch, describe, and discuss their reflections, while learning the art of empathy and helping others during the process. This research used qualitative research methods to conduct moral education experiments o
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Hermenegildo, Helena Isabel da Silva. "Empatia e Dramatização no Ensino da Geografia Proposta de estratégia didáctica no tema da “Mobilidade da População”." Master's thesis, 2020. http://hdl.handle.net/10316/93650.

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Relatório de Estágio do Mestrado em Ensino de Geografia no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de Letras<br>Verifica-se uma tendência nas sociedades desenvolvidas, com enfoque nas camadas mais jovens, para a desvalorização, e até mesmo apatia perante assuntos sociais, nacionais e internacionais. Entre estes assuntos estão presentes riscos que carecem de identificação, ponderação e actuação. O alheamento das sociedades destas questões acontece concomitantemente com a crescente presença de ameaças, uma vez que muitos dos factores geradores de ameaças estão ta
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"Teaching historical time, causation and empathy in the senior primary school : a theoretical and empirical study." Thesis, 1992. http://hdl.handle.net/10413/3137.

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The writer is of the opinion that the teaching of history is a skilled, complex and challenging activity which demands a highly professional approach. History teaching should enable children to identify and acquire certain skills and perspectives that support and develop their interest in and knowledge of the past. There has been some concern that history may not be an appropriate school subject for children and young adolescents because it requires a level of cognitive development that they may not yet have attained. Fortunately, there is a substantial body of research that addresses this que
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Chang, Hsiao-Ling, and 張曉玲. "A Study of the Development of Empathy among Elementary Students through the Teaching of Picture Books." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/46540404113461132150.

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碩士<br>國立嘉義大學<br>國民教育研究所<br>93<br>The aim of this study is to explore the students’ empathy by using the teaching of picture books and to analyze the benefits of enhancing the students’ empathy by means of the picture book. The participants in this study are the students taught by the researcher in the elementary school. Children’s Empathy Scale, observation record, interview, the instructor’s introspection and the learning sheets are the methods used in this research. This research presents the development of students’ empathy influenced by the teaching. The findings of this research are as fo
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