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Handbook of Moral and Character Education

Handbook of Moral and Character Education Author Larry Nucci
ISBN-10 9781136293115
Release 2014-04-24
Pages 570
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There is widespread agreement that schools should contribute to the moral development and character formation of their students. In fact, 80% of US states currently have mandates regarding character education. However, the pervasiveness of the support for moral and character education masks a high degree of controversy surrounding its meaning and methods. The purpose of this handbook is to supplant the prevalent ideological rhetoric of the field with a comprehensive, research-oriented volume that both describes the extensive changes that have occurred over the last fifteen years and points forward to the future. Now in its second edition, this book includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings, and much more.



Handbook of Moral Development

Handbook of Moral Development Author Melanie Killen
ISBN-10 9781136673238
Release 2013-10-08
Pages 600
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The Handbook of Moral Development is the definitive source of theory and research on the development of morality. Since the publication of the first edition, ground-breaking approaches to studying the development of morality have re-invigorated debates about what it means to conceptualize and measure morality in early childhood, how children understand fairness and equality, what the evolutionary basis is for morality, and the role of culture. The contributors of this new edition grapple with these questions and provide answers for how morality originates, changes, evolves, and develops during childhood, adolescence, and into adulthood. Thoroughly updated and expanded, the second edition features new chapters that focus on: infancy neuroscience theory of mind moral personality and identity cooperation and culture gender, sexuality, prejudice and discrimination Reflecting the interdisciplinary nature of the study of moral development, this edition contains contributions from over 50 scholars in developmental science, cognitive psychology, social neuroscience, comparative psychology and evolution, and education.



Character psychology and character education

Character psychology and character education Author Daniel K. Lapsley
ISBN-10 0268033714
Release 2005-07-28
Pages 352
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Daniel K. Lapsley and F. Clark Power provides new perspective on the nature of character and moral education by utilizing insights from the disciplines of moral psychology and ethical theory.



Handbook of Educational Psychology

Handbook of Educational Psychology Author Lyn Corno
ISBN-10 9781317420569
Release 2015-07-06
Pages 496
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The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.



Handbook of Moral Motivation

Handbook of Moral Motivation Author Karin Heinrichs
ISBN-10 9789462092754
Release 2013-06-12
Pages 668
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The Handbook of Moral Motivation offers a contemporary and comprehensive appraisal of the age-old question about motivation to do the good and to prevent the bad. From a research point of view, this question remains open even though we present here a rich collection of new ideas and data. Two sources helped the editors to frame the chapters: first they looked at an overwhelmingly fruitful research tradition on motivation in general (attribution theory, performance theory, self-determination theory, etc.) in relationship to morality. The second source refers to the tension between moral judgment (feelings, beliefs) and the real moral act in a twofold manner: (a) as a necessary duty, and, (b) as a social but not necessary bond. In addition, the handbook utilizes the latest research from a wide range of disciplinary perspectives, wishing to suggest by this that the answer to the posed question will likely not come from one discipline alone. Furthermore, our hope is that the implicit criticism that the narrowly constructed research approach of the recent past has contributed to closing off rather than opening up interdisciplinary lines of research becomes in this volume a strong counter discourse. The editors and authors of the handbook commend the research contained within in the hope that it will contribute to better understanding of humanity as an inherently moral species.



Nice is Not Enough

Nice is Not Enough Author Larry P. Nucci
ISBN-10 0131886517
Release 2009
Pages 202
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The only text of its kind, and written by the leading U.S. figure in the field of moral development, Larry Nucci's Nice Is Not Enough: Facilitating Moral Development fulfills a dire need in the marketplace for a text on moral development and moral education based on the social cognitive domain theory. The text was written to provide a highly readable, research-based approach to applying developmental psychology to moral education for education practitioners and teacher education majors. Readers will appreciate the practical information featured throughout the text on how to integrate the newest research on students' social and moral development into everyday classroom practices. The author provides an overview of how children's concepts of morality form a dimension distinct from social convention and religious norms, presents a non-arbitrary basis for moral education that respects cultural and religious orientations. The chapters illustrate how to integrate moral education into classroom management practices and the regular academic curriculum. Filled with a myriad of examples of authentic lesson plans based on social studies, literacy, the sciences, art, and math for elementary, middle school and high school students, this unique and practical text conveys a more accurate account of moral development, especially in adolescence. A perfect supplement to courses in Educational Psychology, Child Development, and Classroom Management.



Handbook of Prosocial Education

Handbook of Prosocial Education Author Philip M. Brown
ISBN-10 9781442211216
Release 2012-10-12
Pages 868
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Handbook of Prosocial Education is the definitive theoretical, practical, and policy guide to the prosocial side of education, the necessary second side of the educational coin. Academic teaching and learning are the first side of education; however, academic success depends upon the structures and support of prosocial educational efforts from promoting positive school climate to fostering student and teacher development to civic literacy and responsible and critical citizenship participation. The Handbook of Prosocial Education chapters, written by highly-respected researchers and outstanding educators, represent the wide range of research-based prosocial interventions from pre-school through high school. The chapters explore and explain how prosocial education helps teachers create effective classroom learning environments to support the development of the whole student, principals encourage positive school climate, and superintendents work to improve the health and well-being of their systems. As readers will learn, when done well, prosocial education develops the capacities and competencies of students, teachers, and school administrators that lead to a more autonomous, positive self-concept, greater sense of purpose, more socially responsible behaviors, and increased connections between families, schools, and communities. This book pulls together in one place for the first time the various threads that create the prosocial education tapestry, making a compelling case for the necessity of changing national educational policy that continues to be ever-more oriented to only the academic side of the educational coin, thus jeopardizing the foundational and historic purpose of educating our children for their full human development and participation in our democracy.



Journal of Character Education Issue

Journal of Character Education Issue Author Jacques S. Benninga
ISBN-10 9781641131599
Release 2017-11-01
Pages 101
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The Journal of Character Education is the only professional journal in education devoted to character education. It is designed to cover the field—from the latest research to applied best practices. We include original research reports, editorials and conceptual articles by the best minds in our field, reviews of latest books, and other relevant strategies and manuscripts by educators that describe best practices in teaching and learning related to character education. The Journal of Character Education has for over a decade been the sole scholarly journal focused on research, theory, measurement, and practice of character education. This issue includes four empirical articles and a practitioner’s voice section. Topics covered in this issue include different approaches to character education in the classroom (e.g., after school, reading strategies), applications to cheating, and teacher preparation.



The New Imperatives of Educational Change

The New Imperatives of Educational Change Author Dennis Shirley
ISBN-10 9781317404576
Release 2016-11-10
Pages 150
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The New Imperatives of Educational Change is a clarion call to move beyond the standardized testing and marketplace competition that have become pervasive in school systems to focus instead on creating the conditions that will encourage all students to become critical and independent thinkers. Dennis Shirley presents five new imperatives to guide educators and policymakers towards a re-thinking of what it means to teach effectively and to learn in depth. The evidentiary imperative requires educators to attain a better grasp of what data actually reveal about international trends in student learning. The interpretive imperative encourages mindful deliberation before acting on evidence in order to promote the integrity of a school community. The professional imperative describes new international research findings on promising pedagogies and curricula that propel learning in new directions. The global imperative argues that we all must look beyond our national boundaries to improve the flourishing of all young people, wherever they may be found. Finally, the existential imperative reminds us that students look to their teachers as role models who can dignify learning with meaning and embellish life with joy. Visionary in its scope and practical in its details, The New Imperatives of Educational Change is an indispensable road map for all teachers, principals, and system leaders.



International Research Handbook on Values Education and Student Wellbeing

International Research Handbook on Values Education and Student Wellbeing Author Terence Lovat
ISBN-10 9048186757
Release 2010-08-05
Pages 1015
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Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth – elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as ‘values education’ widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to ‘values’ and ‘wellbeing’. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person – social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a ‘values and wellbeing’ pedagogy.



The Oxford Handbook of Philosophy of Education

The Oxford Handbook of Philosophy of Education Author Harvey Siegel
ISBN-10 9780195312881
Release 2009-11-12
Pages 548
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A general introduction to key issues in the philosophy of education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains.



Moral Education and Development

Moral Education and Development Author Doret J. de Ruyter
ISBN-10 9789460917165
Release 2012-01-01
Pages 253
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Worries about the moral standard of younger generations are of all ages. The older generation tends to believe that the moral education of young people deserves special attention, because their moral development does not reach the level adults hope for. This observation does not mean that the older generation is necessarily wrong, but what it indisputably does show is that they attach high importance to morality and moral education. But, what characterises a moral person? What influences people to behave morally? What should moral education involve? Which (inter)disciplinary contributions are relevant to improving moral education? These questions continuously deserve the attention of academics, students and (professional) educators. This book is divided into four parts. The first part focuses on interdisciplinary empirical research about the reasons why people act morally and the consequences for moral education. The primarily philosophical chapters of the second part address the question what it means to be a moral person and the implication of this elucidation for moral education. The third part contains five chapters that deal with moral aspects of sex education and civic education. The fourth part consists of one chapter that looks at the moral education of students who will work in a pedagogical or educational environment, arguing that one’s moral development requires a lifetime commitment. This book is written for a wide academic audience. The collection of chapters will be of interest to pedagogues, educational scientists, moral philosophers and moral psychologists, and to both newcomers and experts in the field.



Moral Development Self and Identity

Moral Development  Self  and Identity Author Daniel K. Lapsley
ISBN-10 9781135632328
Release 2004-04-26
Pages 372
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This volume examines the psychological, social-relational, and cultural foundations of the most basic moral commitments. It begins by looking at the seminal writings of Augusto Blasi, whose writings on moral cognition, the development of self-identity, and moral personality have transformed the research agenda in moral psychology. This work is now the starting point of all discussion about the relationship between self and morality; the developmental grounding of the moral personality; and the moral integration of cognition, emotion, and behavior. Indeed, it is now widely believed that organizing self-understanding around basic moral commitments is crucial to the formation of a moral identity which, in turn, underwrites moral conduct. Using Blasi's work as a point of departure, a distinguished interdisciplinary and international group of scholars have contributed essays summarizing their own theoretical and empirical research on these topics. This book features new theories of moral functioning that range across several psychological literatures, including social cognition, cognitive science, and personality development. Examining the social-relational, communitarian, and cultural aspects of moral self-identity, it provides a comprehensive account of moral personality. Uniformly integrative, field-expanding, and on the cutting edge of research on moral development and personality, the book appeals to scholars, developmental theorists and graduate students interested in issues of moral development, education, and behavior, as well as cognitive development theory.



Teaching Character and Virtue in Schools

Teaching Character and Virtue in Schools Author James Arthur
ISBN-10 9781317441304
Release 2016-07-15
Pages 210
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Teaching Character and Virtue in Schools addresses the contemporary issues of quantification and measurement in educational settings. The authors draw on the research of the Jubilee Centre at the University of Birmingham in order to investigate the concern that the conventional wisdom, sound judgement and professional discretion of teachers is being diminished and control mistakenly given over to administrators, policymakers and inspectors which in turn is negatively effecting pupils’ character development. The books calls for subject competence to be complemented by practical wisdom and good character in teaching staff. It posits that the constituent virtues of good character can be learned and taught, that education is an intrinsically moral enterprise and that character education should be intentional, organised and reflective. The book draws on the Jubilee Centre’s expertise in support of its claims and successfully integrates the fields of educational studies, psychology, sociology, philosophy and theology in its examination of contemporary educational practices and their wider effect on society as a whole. It offers sample lessons as well as a framework for character education in schools. The book encourages the view that character education is about helping students grasp what is ethically important and how to act for the right reasons so that they can become more autonomous and reflective individuals within the framework of a democratic society. Particularly interested readers will be educational leaders, teachers, those undertaking research in the field of education as well as policy analysts with a keen interest in developing the character and good sense of learners today.



Moral Education A L

Moral Education  A L Author F. Clark Power
ISBN-10 0313346461
Release 2008
Pages 542
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This work delves into the topic of moral education in America's K-12 schools. Following an introductory historical chapter, it analyzes salient topics and notable leaders in the field of moral education. It treats the issues thoroughly and fairly, providing a heightened understanding of both the major and minor themes in moral education. Subjects covered include: accelerated christian education, benevolence, bullying, caring, character development, cheating, civic education, commitment, counseling, democratic schools, discipline, drug and alcohol education, empathy, faith, friendship, hidden curriculum, honesty, justice, moral agency, peer influence, positive psychology, respect, responsibility, self-esteem, social development, sports, violence, and virtue ethics.



Happiness and Education

Happiness and Education Author Nel Noddings
ISBN-10 0521807638
Release 2003-07-07
Pages 308
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Explores what we might teach if we take happiness seriously as an aim of education.



Encyclopedia of Educational Theory and Philosophy

Encyclopedia of Educational Theory and Philosophy Author D. C. Phillips
ISBN-10 9781483364759
Release 2014-05-19
Pages 952
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Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.