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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "Moral education Victoria Case studies"

1

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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2

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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3

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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4

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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Muhlebach, Robyn. "Curriculum and Professional Development in Environmental Education: A Case Study." Australian Journal of Environmental Education 11 (1995): 49–58. http://dx.doi.org/10.1017/s0814062600002962.

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This particular case study looks at the problem of curriculum and professional development in environmental education at a small semi rural primary school in south western Victoria. In this paper the ‘study’ refers to the case study research at Elliminyt Primary School and the ‘project’ refers to a wider OECD-CERI ENSI project which included many other case studies other than the one described here.

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6

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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7

Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.

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8

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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9

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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Дисертації з теми "Moral education Victoria Case studies"

1

Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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2

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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3

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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4

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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5

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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6

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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8

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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9

Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.

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10

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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Книги з теми "Moral education Victoria Case studies"

1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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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9

Moralerziehung im institutionellen Kontext: Eine deutsch-deutsche Studie an Vorschulkindern. Frankfurt am Main: P. Lang, 1995.

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10

ʻInyan shel ʻerekh: Hitnasut ḥinukhit = Matter of value : educational experience. Yerushalayim: Karmel, 2013.

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Частини книг з теми "Moral education Victoria 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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2

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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3

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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4

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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6

Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

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Тези доповідей конференцій з теми "Moral education Victoria Case studies"

1

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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