Relevant bibliographies by topics / Moral instruction

Contents

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

Academic literature on the topic 'Moral instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Moral instruction"

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Roth, Wolff-Michael. "The gap between instruction (plan) and situated action: A challenge to semiotics?" Semiotica 2018, no. 221 (March 26, 2018): 1–27. http://dx.doi.org/10.1515/sem-2016-0084.

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AbstractIn this study, I describe a potential challenge to semiotics, which exists in the fact that no interpretation of an instruction (text) can get us closer to doing what the instructional text describes. I provide a praxeological description of a situation in a software development firm where the instructions (rules) for a particular type of meeting are inscribed on the whiteboard in front of which the meetings were held. I discuss the gap between instructions and the behavior they describe and the moral order of praxis that is not inscribed in instructions.
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Patel, Dr Mahesh. "Part Of Professor In Advocate Conscience And Attitude In Insignificant Improvement." American Journal of Social Science and Education Innovations 2, no. 09 (September 24, 2020): 225–28. http://dx.doi.org/10.37547/tajssei/volume02issue09-35.

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This paper looks at the function of educators in both multi-culture and multi-ethnic schools of A.P. Private Schools and single-culture schools, for example, Backward, plan class and Schedule clan government assistance schools. One of the objectives to grant esteem based instruction is to feed a responsibility towards comprehensive turn of events. To achieve this, it is basic that educators instruct appropriately, both in what they educate and by they way they instruct. This article investigates that, the thought by analyzing the key terms: 'training', 'morals in instruction', 'esteem based instruction', and 'social change'. To begin with, meanings of "instruction" are analyzed, and it is contended that how training is advancing moral qualities among the understudies through the function of educator and instructor training. This prompts a conversation of the idea of comprehensive development, which is introduced regarding three issues: incorporation and human instinct, liberated from discipline and provocation of auxiliary brutality on understudies, and individual pledge to morals. At long last, the idea of social change is inspected in its relationship to the thought of intensity, acculturation of instructor nature and character, to the significance of imagining a superior world, and to the significance of gathering activity. At last, study hall models are given that delineate manners by which both substance and instructional method can add to the objective of training for comprehensive turn of events and positive social change.
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Plax, Martin J. "The holocaust as moral instruction." Society 40, no. 3 (March 2003): 72–78. http://dx.doi.org/10.1007/s12115-003-1041-9.

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Kim Hang-In. "Comparative Analysis of Moral Discussion Instruction Models." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 56 (June 2017): 1–19. http://dx.doi.org/10.17282/ethics.2017..56.1.

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Hyland, J. T. "Instruction, Rationality and Learning to be Moral." Journal of Moral Education 15, no. 2 (May 1986): 127–38. http://dx.doi.org/10.1080/0305724860150204.

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송영민. "A study on the symbolism and moral instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 33 (March 2012): 309–34. http://dx.doi.org/10.35504/kph.2012..33.011.

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송영민. "A study on Analogical Understanding in Moral Instruction." JOURNAL OF KOREAN PHILOSOPHICAL HISTORY ll, no. 48 (February 2016): 37–61. http://dx.doi.org/10.35504/kph.2016..48.002.

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Calvert, Karin, and Samuel F. Pickering. "Moral Instruction and Fiction for Children, 1749-1820." History of Education Quarterly 34, no. 3 (1994): 374. http://dx.doi.org/10.2307/369967.

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이재호. "An Interpretation of Criticism of Elementary Moral Instruction." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 31 (December 2009): 117–40. http://dx.doi.org/10.17282/ethics.2009..31.117.

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O’Mahoney, Paul. "“Machiavellian” Instruction: Why Hesiod’s Ainos Has No Moral." European Legacy 22, no. 6 (May 25, 2017): 687–96. http://dx.doi.org/10.1080/10848770.2017.1326670.

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Dissertations / Theses on the topic "Moral instruction"

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Kavathatzopoulos, Iordanis. "Instruction and the development of moral judgment /." Stockholm : Almqvist och Wiksell, 1988. http://catalogue.bnf.fr/ark:/12148/cb35515344s.

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Lyons, Renee C. "Silver Talisman or Moral Compass: Empathetic Experiences in Thimble Summer." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5841.

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Walsh, Sheilagh Patricia Mary. "Christian triumph, Christian tragedy : the theological context of Clarissa." Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/christian-triumph-christian-tragedy--the-theological-context-of-clarissa(77589f3f-e6b3-474d-9c32-85a6b618514e).html.

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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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Marshall, Jamie. "Character education instruction integrated through literature in elementary classrooms." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JMarshall2006.pdf.

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Stone, Rachel Susan. "Masculinity, nobility and the moral instruction of the Carolingian lay elite." Thesis, King's College London (University of London), 2005. https://kclpure.kcl.ac.uk/portal/en/theses/masculinity-nobility-and-the-moral-instruction-of-the-carolingian-lay-elite(eadaa1db-5f0f-43e8-8cc4-a50dd6286850).html.

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Campau, James Philip 1941. "Moral education in the classroom: A comparative analysis." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288852.

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The purpose of this study was to extend the research of Matousek (1996). In his study he identified fourteen character traits, that public school teachers felt should be taught in public schools. This study was designed to look at how fifth grade teachers who teach social studies describe character education and how character education is enacted in their social studies classes. The second part of this design involved a comparison of two teachers in their social studies classes at two different schools. To accomplish the purpose of this study the following methodology was used: eight teachers were interviewed, four were selected for an initial observation, a second interview of these four teachers was conducted, two teachers were selected for in-depth observations and a final interview; data were collected using interviews and observations. The findings on how the teachers in this sample describe moral/character education are grouped into six categories. Those categories are: inculcation, values analysis, praise and rewards, the use of literature, teacher being an example, and community. Observations in the two fifth grade social studies classes produced findings on how character education is enacted in the classroom. In the final chapter I put forth some questions to ponder. This was done to stimulate further thinking and research in the field of moral/character education.
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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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Tam, Karen, and Karen Tam. "Examining Productive Failure Instruction in Dental Ethics." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624532.

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These three papers examine "productive failure" as a viable learning design to improve problem solving skills using open-ended problems. Productive failure, a teaching method, is based on the premise of unsuccessful learning performance in solving for complex problems with little to no support while yielding productive learning for subsequent problems. Kapur (2008) argues that hidden efficacies of learning exist in failure in which learners potentially learn through experimentation from their exploration and struggle in solving complex problems in a way that learners must first try and solve complex, novel problems on their own, but ultimately will fail to reach a solution. We have limited understanding if this type of design would be effective on complex problems with multiple solutions since previous studies on productive failure focused on problems with a canonical solution. In the three papers, I examine the extent to which students learn how to solve moral dilemmas in productive failure (PF) compared to lecture and practice (LP) and to what extent instruction in PF helps students learn skills in transferable problem solving. One paper describes a pilot study that was conducted with 21 second-year dental hygiene students. In the randomized-controlled study, analysis did not show significant differences on moral reasoning (p = .06) and transfer of knowledge (p = .58) between PF and LP instructional method. However, the effect size on students' posttest scores was high (d = .76) which as a result of the educational intervention, suggests that PF students demonstrated acquisition of new thinking and approached the complex problem in a more sophisticated moral way of thinking. To replicate these findings, the results from the pilot study were used to make adjustments in instructional and research design for a full-scale study. The second study on 77 second-year dental hygiene students from four dental hygiene programs further shows that PF students gained a deeper conceptual understanding and were better prepared for subsequent problems. PF students, I found, demonstrated greater shifts from simplistic thinking to post conventional thinking compared to LP students. Although PF students performed similarly when compared to LP students on their posttest scores in the moral responses, LP students scored lower than their pretest problem and the difference between pretest and posttest scores in LP School had a moderate effect in a negative direction (d= -.64). Findings in both studies suggest that productive failure design has the potential to help students reach a deeper conceptual understanding when they 1) analyze their own failure; 2) use the learned concept to build upon their own prior knowledge; and 3) repair existing mental models to successfully solve complex problems. As such, continued exploration of various instructional approaches like productive failure is still needed as alternatives to lecture and practice for developing problem solving skills.
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Jennings, Penny. "The impact of different approaches to religious education on the spiritual and moral attitudes of Year Nine and Year Ten pupils." Thesis, Bangor University, 2003. https://research.bangor.ac.uk/portal/en/theses/the-impact-of-different-approaches-to-religious-education-on-the-spiritual-and-moral-attitudes-of-year-nine-and-year-ten-pupils(88ee24b2-efb7-4ccf-b67b-44ea3ccebe27).html.

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Books on the topic "Moral instruction"

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Kavathatzopoulos, Iordanis. Instruction and the development of moral judgment. Uppsala: Academia Ubsaliensis, 1988.

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Pickering, Samuel F. Moral instruction and fiction for children, 1749-1820. Athens: University of Georgia Press, 1993.

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Oduyoye, Modupe. The longest Psalm: The prayers of a student of moral instruction. Ibadan, Nigeria: Sefer, 1994.

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Ryan, Kevin. Building character in schools: Practical ways to bring moral instruction to life. San Francisco: Jossey-Bass, 1999.

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Anchell, Melvin. What's wrong with sex education? St Louis, MO: Central Bureau of the Catholic Central Verein of America, 1993.

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What's wrong with sex education? Selma, AL: Hoffman Center for the Family, 1991.

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Tiruvaḷḷuvar. Tiroukkoural de Tirouvallouvar, ou, Code moral universel. Stanley, Rose-Hill, Ile Maurice: Editions de l'océan Indien, 1988.

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Values in sexuality education: A philosophical study. Lanham, Md: University Press of America, 1994.

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Terryberry, Karl J. Gender instruction in the tales for children by Mary E. Wilkins Freeman. Lewiston, N.Y: E. Mellen Press, 2002.

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Kamyabee, Mohammad Hadi. And out of fables gret wysdom men may take: Middle English animal fables as vehicles of moral instruction. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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Book chapters on the topic "Moral instruction"

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Walker, William. "Wisdom and moral instruction." In Engagements with Shakespearean Drama, 98–131. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge engagements with literature: Routledge, 2019. http://dx.doi.org/10.4324/9781351190190-4.

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Wright, Susannah. "The Moral Instruction League, 1897–1919." In Morality and Citizenship in English Schools, 83–113. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-39944-1_4.

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Tao, Xingzhi. "Moral and Religious Instruction in China." In China Academic Library, 5–18. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0271-9_2.

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Stone, Lynda D., and Ana Garcia-Nevarez. "Social Justice: Agency and Practical-Moral Knowledge in the Teaching–Learning Process." In Social Justice Instruction, 213–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_19.

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Bradley, Peter, and Allister MacIntyre. "Solving the military moral bystander problem with ethics instruction." In Making the Military Moral, 31–51. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018] | Series: Military and defence ethics: Routledge, 2017. http://dx.doi.org/10.4324/9781315593388-4.

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Bodnar, John. "Monuments and Morals: The Nationalization of Civic Instruction." In Civic and Moral Learning in America, 207–19. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403984722_14.

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Pnevmatikos, Dimitris, and Ioannis Trikkaliotis. "Procedural Justice in A Classroom Where Teacher Implements Differentiated Instruction." In Changes in Teachers’ Moral Role, 155–63. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-837-7_13.

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Wright, Susannah. "Moral Instruction in the Provinces: F.J. Gould in Leicester." In Morality and Citizenship in English Schools, 51–82. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-39944-1_3.

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Keefer, Matthew. "Moral Reasoning and Case-Based Approaches to Ethical Instruction in Science." In The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education, 241–59. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/1-4020-4996-x_13.

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Tu, Yuwei, Christopher G. Brinton, Andrew S. Lan, and Mung Chiang. "Adaptive Remediation with Multi-modal Content." In Adaptive Instructional Systems, 455–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_36.

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Conference papers on the topic "Moral instruction"

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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Russell, Jim. "SOCIAL STORY TELLING AND CRITICAL REFLECTIONS ON DIFFERENCE." In PRIORITY DIRECTIONS FOR THE DEVELOPMENT OF SCIENCE AND EDUCATION. INTERNATIONAL SCIENTIFIC AND CURRENT RESEARCH CONFERENCES, 2021. http://dx.doi.org/10.37547/iscrc-intconf05-01.

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This exposition investigates novel practices for showing social morals through narrating. Drawing from my encounters showing a high level undergrad Narrative Ethics workshop, I clarify how my understudies reacted to a narrating unit through which they inspected their qualities and narrating morals. I entwine perceptions from my educating with experiences assembled from my understudies' in-class conversations and composed reflections to show the instructive points, results, and difficulties experienced while drawing in this material. I center especially around submitting thoughts for urging understudies to (a) embrace cutoff points to their comprehending of others and (b) perceive how tuning in for, and communicating, contrast assumes a basic part in their own, social, and moral development.
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Wolf, Joerg C., and Guido Bugmann. "Converting multi-modal task instructions to rule-based robot instructions." In 2008 RO-MAN: The 17th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2008. http://dx.doi.org/10.1109/roman.2008.4600730.

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Hristov, Yordan, Svetlin Penkov, Alex Lascarides, and Subramanian Ramamoorthy. "Grounding Symbols in Multi-Modal Instructions." In Proceedings of the First Workshop on Language Grounding for Robotics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-2807.

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Jiang, Yufeng. "Contemporary Values of the Thoughts of Moral Education in the Traditional Family Instructions." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.227.

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Saparahayuningsih, Sri, and Badeni. "Implementation Impact of an Integrated Scientific Moral-values Instructional Model on the Improvement of the Elementary School Students' Moral-Character." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.62.

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Wardana, Zaid Ali, Sigit Santosa, and Yasin Yusup. "Evaluation of Geography Instructor-Candidate’s Spatial Thinking Ability through Spatially Designed Field-Course." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.23.

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Gross, H., J. Richarz, S. Mueller, A. Scheidig, and C. Martin. "Probabilistic Multi-modal People Tracker and Monocular Pointing Pose Estimator for Visual Instruction of Mobile Robot Assistants." In The 2006 IEEE International Joint Conference on Neural Network Proceedings. IEEE, 2006. http://dx.doi.org/10.1109/ijcnn.2006.246971.

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Li, Toby Jia-Jun, Igor Labutov, Xiaohan Nancy Li, Xiaoyi Zhang, Wenze Shi, Wanling Ding, Tom M. Mitchell, and Brad A. Myers. "APPINITE: A Multi-Modal Interface for Specifying Data Descriptions in Programming by Demonstration Using Natural Language Instructions." In 2018 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2018. http://dx.doi.org/10.1109/vlhcc.2018.8506506.

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Haryati, S., S. Sukarno, S. Siswanto, Ahmad Muhlisin, C. Anggraeni, and W. Brata. "Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296468.

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Reports on the topic "Moral instruction"

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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.

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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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