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Relevant bibliographies by topics / Moral education Oceania Case studies

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Academic literature on the topic 'Moral education Oceania Case studies'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Moral education Oceania Case studies"

1

Hogan, Robert, and Natalie Nimmer. "Increasing Access to Effective Education Across Oceania." International Journal of Web-Based Learning and Teaching Technologies 8, no. 1 (January 2013): 17–31. http://dx.doi.org/10.4018/jwltt.2013010102.

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The history of education in many developing nations is a template of ineffectual and expensive instruction. Despite nearly half a century of higher education in the Pacific, up to 50% of the teachers in many countries such as the Federated States of Micronesia and the Republic of the Marshall Islands still have no more than a high school education. Similar trends are found in Asia and Africa. Past experience in Oceania demonstrates that face-to-face university training has been neither scalable nor sustainable. This paper compares two educational approaches—face-to-face and blended learning. The face-to-face, WorldTeach program in the Marshall Islands employed foreign volunteer teachers living on site to give local teachers a year’s leave for additional training. The blended chemistry course, which combined online and face-to-face learning, was delivered simultaneously to teacher candidates in Fiji, Vanuatu, and the Solomon Islands. The blended course utilized online instructors and tutors, and face-to-face tutors. This paper discusses the strengths and weaknesses of both case studies and recommends that nations consider blended learning as an approach to make education more accessible and affordable, especially in emerging nations. As brick-and-mortar campuses and instructor travel become more expensive, blended learning becomes an increasingly attractive educational option.

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Frisancho, Susana, and Félix Reátegui. "Moral education and post‐war societies: the Peruvian case." Journal of Moral Education 38, no. 4 (November 13, 2009): 421–43. http://dx.doi.org/10.1080/03057240903321907.

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Latif, David A. "Using Ethical Dilemma Case Studies to Develop Pharmacy Students' Moral Reasoning." Journal of Pharmacy Teaching 7, no. 2 (1999): 51–66. http://dx.doi.org/10.1300/j060v07n02_06.

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Rwantabagu, Herménégilde. "Moral education in a post‐conflict context: the case of Burundi." Journal of Moral Education 39, no. 3 (August 4, 2010): 345–52. http://dx.doi.org/10.1080/03057240.2010.497614.

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Grant, Lynne, and Yonah H. Matemba. "Problems of assessment in religious and moral education: the Scottish case." Journal of Beliefs & Values 34, no. 1 (April 2013): 1–13. http://dx.doi.org/10.1080/13617672.2013.759338.

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Brownlee, Jo, Jia-Jia Syu, Julia Mascadri, Charlotte Cobb-Moore, Sue Walker, Eva Johansson, Gillian Boulton-Lewis, and Jo Ailwood. "Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education." Teaching and Teacher Education 28, no. 3 (April 2012): 440–50. http://dx.doi.org/10.1016/j.tate.2011.11.012.

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Agung, Leo. "CHARACTER EDUCATION INTEGRATION IN SOCIAL STUDIES LEARNING." Historia: Jurnal Pendidik dan Peneliti Sejarah 12, no. 2 (July 23, 2018): 392. http://dx.doi.org/10.17509/historia.v12i2.12111.

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Recently many violent and moral degradations occurred in Indonesia have affected most of the youth. The moral degradation symptoms are indicated by the increase of drug abuse, free sex, crime, violent act, and many other disrespectful behaviors. The source of this multidimensional crisis and the nation’s downturn is the identity crisis and the failure in developing the nation’s character education. The IPS (the social studies) lesson is, in fact, aimed at improving the personal, social, and intellectual competences. Therefore, it is the time to integrate the character education with the school’s lessons, particularly in the social studies or IPS in the level of junior high school. In this case, the lesson is expected to be a tool and opportunity for students to develop various good characteristics such as religious, honest, integrited, tolerant, discipline, independent, hard worker, creative, patriotic, and friendly qualities.

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Poliner Shapiro, Joan, and Robert E. Hassinger. "Using case studies of ethical dilemmas for the development of moral literacy." Journal of Educational Administration 45, no. 4 (July 10, 2007): 451–70. http://dx.doi.org/10.1108/09578230710762454.

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Resnick *, David. "A case study in Jewish moral education: (non‐)rape of the beautiful captive." Journal of Moral Education 33, no. 3 (September 2004): 307–19. http://dx.doi.org/10.1080/0305724042000733073.

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Warren, Heather A. "Character, Public Schooling, and Religious Education, 1920-1934." Religion and American Culture: A Journal of Interpretation 7, no. 1 (1997): 61–80. http://dx.doi.org/10.1525/rac.1997.7.1.03a00030.

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Over the past five years, the American public has witnessed a flurry of interest in “character” and “character or moral education.” In 1992, William Kilpatrick wrote a book that attracted widespread attention, Why Johnny Can't Tell Right from Wrong: Moral Illiteracy and the Case for Character Education. A year later, William Bennett's best-selling anthology of remedial readings appeared, The Book of Virtues. More recently, Gertrude Himmelfarb published a book on the Victorian golden age of morals. At the same time, within the educational field, a subprofession of consultants devoted to character work has aimed to affect schooling at the elementary and secondary levels. As early as the mid-1970's, theologians and ethicists began discussing the idea of character, taking their cue from Stanley Hauerwas. Common to all of these writers is the belief that character has a necessary tie to religion and democracy.

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Dissertations / Theses on the topic "Moral education Oceania Case studies"

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白綺嫻 and Yee-han Park. "The implementation of moral education in Shenzhen as a special economic zone: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959751.

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Lo, Chi-chun Rita, and 羅賜珍. "Education for personal and social development: case study of a key secondary school in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29760549.

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Lau, Sau-kam, and 劉秀琴. "An exploratory study of the moral reasoning of young offenders on probation order." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31248160.

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Choy, Kwok-yee, and 蔡幗儀. "Provision for students' personal and social development from a systemsperspective: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30163390.

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Ip, Tak-ming, and 葉德明. "Conditions conducive to a curriculum change: teachers' perspectives on reforming moral and civic education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962981.

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鄭啓員 and Kai-yuen Cheng. "School guidance in Guangzhou: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196073X.

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Chan, Lai-fong, and 陳麗芳. "The perception of teachers on their role in moral education: a case study of a Hong Kong secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958461.

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Pasoula, Eirini. "The development of moral, social and citizenship education in the context of the ethos and the curriculum of Greek primary schools : five case studies." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10006635/.

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Tang, Kit-wan Wendy, and 鄧潔雲. "Students' perception on traditional Chinese relationship: effects of reading the three-character classic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962567.

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Lundie, David Charles Athanasius. "The Other in the curriculum : ethnographic case studies on the spiritual, moral, social and cultural dimensions of religious education in sites of value commitment and contestation in the UK." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2654/.

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Recent public debates over the place of religious education in the curriculum have focused attention on the threshold status of the subject. While the subject makes claims to an academic standing equal to others in the humanities, for many years its status in the curriculum has relied on a multiplicity of claims as to the effectiveness of religious education in preparing young people for life in a multicultural society. Beginning with an appreciation of the factors which have influenced policymakers and key theorists, this thesis traces the conflicts and controversies in the definition of the subject. Approaches to religious truth claims and cultural practices in the curriculum are evaluated with reference to prominent public critiques of the subject. Although these approaches are neither exhaustive nor exclusive, they form the basis of anxieties about the place of religious education in the curriculum. These anxieties are located within a broader crisis of multiculturalism and anxieties about the role of values in an increasingly performative and examination-driven educational environment. Employing an ethnographic paradigm, a series of in-depth case studies were carried out in secondary schools in Scotland, Northern Ireland and England in 2009, with particular emphasis on students between the ages of 14 and 16. In the course of these case studies, two strands of data analysis emerged, with findings clustered around 10 key themes. A linguistic approach at times takes priority within the analytical framework, while other data lends itself to multimodal analysis, providing rich contextualisation for the linguistic encounters. Focusing on four case studies, some key pedagogical approaches relating to the ways in which religious education deals with religious and cultural commitment and diversity are examined in detail. This analysis, drawing on theological and pedagogical theories, provides a richly contextualised series of findings relating to the spiritual, social and affective dimensions of religious education, in critical sites where identities and truth claims are highly valued and highly contested. The depth and authenticity called for in these contexts go beyond performative and examination-driven approaches, requiring a robust sense of teachers’ professional values and identity. Key strengths emerge in observed practice which are not reflected in pedagogical literature. The empirical findings have relevance to public debate about the aims, practices and models of effectiveness in British RE.

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Books on the topic "Moral education Oceania Case studies"

1

Thaman, Konai Helu. Educational ideas from Oceania: Selected readings. Suva, Fiji: Institute of Education in association with the UNESCO Chair of Teacher Education and Culture, the University of the South Pacific, 2003.

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Educational ideas from Oceania: Selected readings. 2nd ed. [Suva, Fiji]: Institute of Education in association with the UNESCO Chair in Teacher Education and Culture, University of the South Pacific, 2009.

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Developing a character education program: One school district's experience. Alexandria, Va: Association for Supervision and Curriculum Development, 1994.

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4

Filatova, L. B. Opyt nravstvenno-ėticheskogo vospitanii︠a︡ v Norilʹskom regione. Krasnoi︠a︡rsk: Krasnoi︠a︡rskiĭ gos. pedagog. universitet, 1999.

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5

B, Wallace Doris, ed. Education, arts, and morality: Creative journeys. New York: Kluwer Academic/Plenum Publishers, 2005.

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6

Sedgwick, Fred. Personal, social, and moral education. London: David Fulton Publishers, 1994.

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7

Ethics in higher education: Case studies for regents. Norman: University of Oklahoma Press, 1996.

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Edward, Stevens. Developing moral imagination: Case studies in practical morality. Kansas City, MO: Sheed & Ward, 1997.

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Jiao yu de ben lai: Lü se jiao yu qi meng. Nanchang Shi: Jiangxi ren min chu ban she, 2013.

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10

Ann, Higgins-D'Alessandro, and Kohlberg Lawrence 1927-, eds. Lawrence Kohlberg's approach to moral education. New York: Columbia University Press, 1989.

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Book chapters on the topic "Moral education Oceania Case studies"

1

Harris, Alan. "Case Studies in Moral Education." In Teaching Morality and Religion, 53–64. Routledge, 2018. http://dx.doi.org/10.4324/9780429030765-8.

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Ma, Wai Yi. "Supporting Indigenous Education From a Distance." In Learning and Reconciliation Through Indigenous Education in Oceania, 197–209. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7736-3.ch012.

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As COVID-19 swept the globe, it transformed the way people access information. This has been both challenging and metamorphic for libraries worldwide, particularly those serving indigenous people. Indigenous education has been severely impacted by the pandemic. When the pandemic swept the globe and many countries went into “lockdown,” users were not allowed to visit the physical facilities of libraries and the collections become inaccessible. This chapter is a case study about the adjustment of collection strategies to serve the needs of students in an indigenous studies program during the pandemic. This chapter aims to capture the challenges encountered at a regional-focused collection, the impacts to an indigenous studies program, the adjusting collection strategies to meet the needs of the program, and key lessons learned. The selected case is a regional-focused collection in a research library on Guam.

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FitzGerald, Ross, and Jennifer Groff. "Leveraging Digital Games for Moral Development in Education." In Designing Games for Ethics, 234–51. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-120-1.ch015.

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Ethical and moral development is a result of cognitive structures generated through experience in the pivotal stage of adolescence, during which formal education plays a critical role. Recent advancements in cognitive psychology have explored the very nature of moral development, as well as the critical role education plays in that development. Digital games are potentially powerful learning environments to shape moral development for students. This chapter describes two case studies of digital games used in a middle school classroom to enhance moral development. Finally, it reflects upon and analyzes these cases using the developmental theories of Robert Selman and others as a framework.

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Odrakiewicz, Peter. "Innovative Methods of Teaching Integrity and Ethics in Management Education." In Handbook of Research on Teaching Ethics in Business and Management Education, 590–605. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-510-6.ch034.

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The key role of values and norms in organizational culture are closely related to integrity, moral and ethical concerns and should be taught using innovative case studies, video-conferences, role-playing dilemmas, video-interviews, collaborative blog-based methodology, integrity project participation and intensive social media use in management education.

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Comer, Unoma B., and Suki Stone. "Defective Decision Making." In Advances in Psychology, Mental Health, and Behavioral Studies, 234–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch013.

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Teacher burnout as the result of poor career choice and decision making plagues new teachers in the field of education, as well as special education. This chapter introduces theories of moral development and self-efficacy that explain the thought processes of teachers whose expectations in the field do not match the reality of teacher practice. Therefore, their decision making to enter the field contributes to early teacher burnout. Three case studies are described as examples to understand how the psychology of choice determines the factors that result in burnout. The chapter describes how the teachers' decisions relate to the psychology of moral development theory and self-efficacy theory for their career choice. Their behavior and attitude as a teacher relates to their catastrophic choices. The chapter presents suggestions that teachers can implement to make better decisions for their career choice.

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Comer, Unoma B., and Suki Stone. "Defective Decision Making." In Research Anthology on Changing Dynamics of Diversity and Safety in the Workforce, 898–911. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2405-6.ch045.

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Teacher burnout as the result of poor career choice and decision making plagues new teachers in the field of education, as well as special education. This chapter introduces theories of moral development and self-efficacy that explain the thought processes of teachers whose expectations in the field do not match the reality of teacher practice. Therefore, their decision making to enter the field contributes to early teacher burnout. Three case studies are described as examples to understand how the psychology of choice determines the factors that result in burnout. The chapter describes how the teachers' decisions relate to the psychology of moral development theory and self-efficacy theory for their career choice. Their behavior and attitude as a teacher relates to their catastrophic choices. The chapter presents suggestions that teachers can implement to make better decisions for their career choice.

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Conference papers on the topic "Moral education Oceania Case studies"

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Egorova, Maia, and Tamara Ruiz. "STUDENTS’ MOTIVATION AT DIFFERENT PHASES OF GETTING HIGHER EDUCATION (THE CASE OF RUSSIA)." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/13.

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"The problem of motivation is one of the most important in determining the driving mechanisms that force a person to learn, work, master something new. Motivation to work is one of the key elements of challenging yourself on the way to self-development. Motivation has deep psychological and moral roots and is a complex multifaceted phenomenon that often defies logical comprehension. In addition, it is an ephemeral, elusive thing; it is not a permanent feature of a person in one or another area of his activity. Accordingly, it is the problem of origin, retention, and in a good scenario of strengthening the motivation that is in one of the first place among the tasks that modern teachers face. Rapid scientific and technological development and progress in various fields of knowledge, new scientific and technical discoveries and the need for new high-tech developments require specialists with a high level of education and high-quality professional training. This applies not only to scientific and technical spheres, but also to natural-applied and humanitarian areas. All this makes higher education today a prestigious and extremely attractive goal for most young people, making young people use their studies at a university as a social lift for further personal development and career development. At the same time, a situation is observed when entering universities, many young people are faced with a serious problem of lack of motivation to learn, or they are demotivated in the learning process, which often leads to a very low level of quality of their studies, and sometimes makes them interrupt study for academic leave or give it up completely. Pedagogical science has accumulated a wealth of experience in studying this problem, however, the modern challenges of a changing world require pedagogy to constantly monitor changes and search for new approaches to solving the problems that students have in the course of obtaining higher education. The authors study this problem, taking as an example Russia, which is a country at the crossroads of Europe and Asia, where features of European and Eastern culture are combined in people. The authors approached the issue from several important angles. The article analyzes the socio-economic and political characteristics that affect the motivation for learning among young people. Particular attention is paid to the state of the current Russian society, spiritual and moral guidelines of young people, their goals and views on life and their own future. The authors emphasize the importance of family, religion and spiritual and moral development in the issue of motivation to work and study. The authors come to the conclusion that the problem of lack of motivation is based on a combination of reasons, but its root is primarily in the family upbringing of the student, as well as in his moral component and emotional and psychological maturity of the individual. The article provides an overview and some of the changes in student motivation associated with the COVID-19 pandemic and online learning. It is important to note that in the course of their research, the authors relied on their many years of experience in teaching at higher educational institutions in Russia."

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

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

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Zhang, Ximei. "Research on the Integration of “Four Confidences” into Ideological and Political Theory Course in Colleges and Universities A Case Study of “Ideological and Moral Cultivation and Basic Law Education” Course." 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-18.2018.55.

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Murestiyanto, Adimas Oktariyan. "Implementation of Character Education in the Process of Learning on Attitude and Social Behavior (The Case Study of Budi Mulia Dua International High School)." 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-18.2019.26.

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Lasmane, Skaidrīte. "Including the Emotional Potential of Literature in Post-crisis Education." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.73.

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Contemporary situational circumstances, with the global Covid-19 pandemic crisis and the ongoing war that has resulted from Russia’s invasion of Ukraine, have brought about social, cultural, and psychological transformations that are, as of yet, little understood but already affecting different aspects of the contemporary school learning processes. Rational, analytical, cognitive, reflexive, and emotional experience are needed to ensure that difficulties within the crisis ecosystem do not cause a lessening of the human emotional experience in difficult times. Diverse emotional experiences are especially needed, the supply of which is reduced by both the limitations of interactivity imposed by the specifics of the media information space, which mostly reflects the realities of the crisis and are predominantly negative. In the face of this protracted crisis and the implications of new communication technologies, the article explores some ways to manage emotional experiences, so as not to lose sight of the diversity of human relations. It looks to address how we can compensate for the minimization of diverse emotional experience in teaching and learning in situations of social crises. The article pays attention to the potential role of literature as a way to build sustainable post-crisis social relationships. It proposes to reevaluate the role of literature in education and explore its use not only as a cognitive source for rational and critical thinking but its potential for cultivating moral emotions that enhance social solidarity and civility. The case studies it presents evaluate the interpretation and misinterpretation of some classical works of Latvian literature in schools and beyond, in the media and society.

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