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  1. Moral Sciences and the Role of Education.Tobias Krettenauer - 2021 - Journal of Moral Education 50 (1):77-91.
    ABSTRACT In the first 20 years of the 21st century, research on morality grew exponentially in social sciences and related fields. A corresponding upsurge in the field of moral education has not been observed. It appears that there is a widening gap between the science of morality and the field of moral education, which once were closely interconnected fields. The present paper explores why this gap occurred and what could be done about it. It is argued that today’s moral sciences (...)
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  • Beyond Asking ‘Should’ and ‘Why’ Questions: Contextualised Questioning Techniques for Moral Discussions in Moral Education Classes.Mei-Yee Wong - 2021 - Journal of Moral Education 50 (3):368-383.
    ABSTRACT The discussion of moral dilemmas has long been a teaching strategy for moral education. However, the questioning techniques teachers use to lead moral discussions are not fully understood. With reference to a collaborative teaching research project on a values education video-story, this study explored the authentic practice of teacher questioning in moral education classes. Data were collected in a Hong Kong primary school through lesson observations, interviews, document reviews and field notes. Teachers used three techniques when leading moral discussions: (...)
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  • Moral Reasoning in Peer Conversations During Game-Based Learning: An Exploratory Study.Robyn Ilten-Gee & Lacey J. Hilliard - 2021 - Journal of Moral Education 50 (2):140-165.
    ABSTRACT This mixed-methods study is an exploration of fifth and sixth grade students’ interactions with an online game called Quandary, a comic-book-esque game aimed at stimulating ethical decision-making. Building on the domain-based moral education framework, researchers designed and implemented a short-term intervention in three classrooms in which students played an episode of Quandary in pairs. Students’ pre- and post-test reasoning assessment responses were coded for reasoning levels and coordination types. Conversations between 12 student pairs were recorded during game-play. We coded (...)
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  • Using Lesson Study in Teacher Professional Development for Domain-Based Moral Education.Allegra Joie Midgette, Robyn Ilten-Gee, Deborah Wong Powers, Aki Murata & Larry Nucci - 2018 - Journal of Moral Education 47 (4):1-21.
    This study examined the application of Lesson Study for professional development for a domain approach to moral education. A comparison was drawn between the effects of Lesson Study with 17 teachers and 144 students representing middle schools in the same district as a prior study employing intensive traditional PD. In Lesson Study, groups of same grade teachers construct lessons taught by one group member and observed by the others. Teachers meet following the lesson to critique and improve the lesson using (...)
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  • Recovering the Role of Reasoning in Moral Education to Address Inequity and Social Justice.Larry Nucci - 2016 - Journal of Moral Education 45 (3):291-307.
    This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond adolescence in moral thinking is in two forms: the gradual application of morality in broader adult contexts, and the result of social discourse and progressive readjustments at the individual and societal level (...)
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  • The Role of Parents in Moral Development: A Social Domain Analysis.Judith G. Smetana - 1999 - Journal of Moral Education 28 (3):311-321.
    This article provides a social domain theory analysis of the role of parents in moral development. Social knowledge domains, including morality as distinct from other social concepts, are described. Then, it is proposed that, although morality is constructed from reciprocal social interactions, both affective and cognitive components of parents' interactions with their children may facilitate children's moral development. The affective context of the relationship may influence children's motivation to listen to and respond to parents; in addition, affect associated with responses (...)
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  • Moral Reasoning in Peer Conversations During Game-Based Learning: An Exploratory Study.Robyn Ilten-Gee & Lacey J. Hilliard - 2019 - Journal of Moral Education:1-26.
  • Peer Exclusion: A Social Convention or Moral Decision? Cross-Cultural Insights Into Students’ Social Reasoning.Seung Yon Ha, Tzu-Jung Lin, Wei-Ting Li, Elizabeth Kraatz, Ying-Ju Chiu, Yu-Ru Hong, Chin-Chung Tsai & Michael Glassman - 2020 - Journal of Cognition and Culture 20 (1-2):127-154.
    In this study, we examined the role of culture on early adolescents’ social reasoning about peer exclusion. A total of 80 U.S. and 149 Taiwanese early adolescents independently completed a social reasoning essay about peer exclusion. Analyses of the essays based on social-moral theories showed that U.S. students tended to reason about peer exclusion based on social conventional thinking whereas Taiwanese students were more attentive to personal and moral issues. Despite this difference, both groups of students referred to some common (...)
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  • Guiding Classroom Discussions for Democratic Citizenship Education.Jaap Schuitema, Hester Radstake, Janneke van de Pol & Wiel Veugelers - 2017 - Educational Studies 44 (4):377-407.
    Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure (...)
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