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  1. Frank Willems, Eddie Denessen, Chris Hermans & Paul Vermeer (2012). Students' Perceptions and Teachers' Self-Ratings of Modelling Civic Virtues: An Exploratory Empirical Study in Dutch Primary Schools. Journal of Moral Education 41 (1):99-115.
    This is a study of teachers? modelling of civic virtues in the classroom. It focusses on three virtues of good citizenship: justice, tolerance and solidarity. The aim is to explore the extent to which teachers can be regarded as models of these virtues. Questionnaires were developed for both students and teachers. Factor analyses showed that the three virtues could be empirically distinguished in teachers? behaviour. The students rated their teachers higher on the justice and solidarity scales than on the tolerance (...)
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  2. Johan Luttenberg *, Chris Hermans & Theo Bergen (2004). Pragmatic, Ethical and Moral: Towards a Refinement of the Discourse Approach. Journal of Moral Education 33 (1):35-55.
    In this article we will address the issue of obtaining insight into the way in which teachers deal with the normative side of their profession. We outline the problem that forms the context of our question (the difference in the meaning of good teaching in the process?product model and in ethical models) and we discuss Oser's discourse approach as a solution for that problem. His discourse approach appears to be a step forward, but at the same time leaves questions unanswered. (...)
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  3. Przemysław Jabłonski, Jan Van Der Lans & Chris Hermans (1997). Children's Interpretation of Biblical Narratives. Archive for the Psychology of Religion 22 (1):28-47.
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  4. Jan Van Der Lans, Przemysław Jabłonski & Chris Hermans (1997). Children's Interpretation of Biblical Narratives. Archive for the Psychology of Religion 22 (1):28-47.
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