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  1. Moral Reasoning and Conduct of Selected Elementary School Students.Ian Wright - 1978 - Journal of Moral Education 7 (3):199-205.
    Abstract In order to explore the relationship between moral reasoning and conduct, 38 Grade Six students, deemed by their teachers to display ?delinquent? or ?non?delinquent? characteristics, were administered Kohlberg's Moral Judgment Instrument (Kohlberg et al., 1973) and an IQ test. Subjects were then randomly assigned to three treatment groups: a) experimental??discussion of moral dilemmas; b) placebo??social studies games; c) control. A month later Kohlberg's instrument was readministered. Findings indicated that ?delinquents? and ?non?delinquents? differed significantly (p = .001) on moral reasoning (...)
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  • Promoting Ethical Reasonings Affect and Behaviour Among High School Students: An Evaluation of Three Teaching Strategies.Robert DeHaan, Russell Hanford, Kathleen Kinlaw, David Philler & John Snarey - 1997 - Journal of Moral Education 26 (1):5-20.
    Abstract Ethics education should aim to promote students? maturity across a broad spectrum of moral functioning, including moral reasoning, moral affect and moral behaviour. To identify the most effective strategy for promoting the comprehensive moral maturity of high school students, we enrolled students in one of four groups: an introductory ethics class, a blended economics??ethics class, a role?model ethics class taught by graduate students and a non?ethics comparison class. Pretest and post?test instruments measured the ways students (a) reason, (b) feel (...)
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  • Promoting Moral Growth in a Summer Sport Camp: The Implementation of Theoretically Grounded Instructional Strategies.Brenda Jo Bredemeier, Maureen R. Weiss, David L. Shields & Richard M. Shewchuk - 1986 - Journal of Moral Education 15 (3):212-220.
    Abstract The present field experiment was designed to explore the effectiveness of social learning and structural developmental prescriptions for moral pedagogy in a summer sports camp. Eighty?four children, aged five to seven years, were matched on relevant variables and randomly assigned to one of three classes: (a) social learning, (b) structural developmental, or (c) control. Each of the classes shared similar curricula and was taught by two trained instructors for a six?week period. Educators is the experimental conditions implemented theoretically grounded (...)
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  • The Just Community Approach to Moral Education: System Change or Individual Change?Fritz K. Oser, Wolfgang Althof & Ann Higgins-D'Alessandro - 2008 - Journal of Moral Education 37 (3):395-415.
    This article focuses on the development of, and new theorising about, a strong democracy education intervention, the Just Community approach. Three questions frame the discussion: (1) Does democracy education change children and adolescents or do students in these programs change their schools, or is there a dynamic interaction over time? (2) How can democracy be ?learned?? How can the concept of democracy be most thoroughly learned and how can democratic problem?solving skills best be acquired? (3) How can we optimise the (...)
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  • Alternatives to the Teacher Task in 'Kohlbergian' Programmes of Stage Scoring Moral Judgments.John D. Napier - 1978 - Journal of Moral Education 8 (1):50-51.
    (1978). Alternatives to the Teacher Task in ‘Kohlbergian’ Programmes of Stage Scoring Moral Judgments. Journal of Moral Education: Vol. 8, No. 1, pp. 50-51.
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  • Curricular Effectiveness in Moral/Values Education: A Review of Research. [REVIEW]James S. Leming - 1981 - Journal of Moral Education 10 (3):147-164.
    Abstract Research on the curriculum effectiveness of moral/values education approaches was reviewed. Two approaches (values clarification and moral development) were identified as having sufficient completed research to warrant examination. A total of 59 studies were reviewed, 33 focusing on values clarification and 26 with moral development as the focus. The research on values clarification indicated that little or no confidence is warranted regarding its potential curricular effectiveness. On the other hand, the research base for the moral development approach indicated that (...)
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  • Effects of a Just Community Programme on the Moral Development of Youthful Offenders.William S. Jennings & Lawrence Kohlberg - 1983 - Journal of Moral Education 12 (1):33-50.
    Abstract In 1975, the first author became director of a group home for ten delinquent boys. Prior to this time, the home operated on a behaviour?modification philosophy. But during the first author's directorship, the home operated on the ?just community? philosophy stressing moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflicts. During this ?just community? period, residents moved up an average of one?third of a stage in their reasoning on the Kohlberg moral judgement interview. (...)
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  • Perceptions of Teachers About Moral Education in Trinidad and Tobago.I. B. Beddoe - 1981 - Journal of Moral Education 10 (2):95-108.
    Abstract This article aims to identify the perceptions of teachers about moral education in Trinidad and Tobago. Part I presents teachers? perceptions which emerged from responses to the following questions: 1. Who should be responsible for moral education? 2. How should moral education be done? 3. Does moral education involve reasoning and/or behaviour? 4. Should moral education be a separate course or part of existing courses? 5. What resources and services are needed in order to carry out moral education? Part (...)
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