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Larry Nucci [8]Larry P. Nucci [1]
  1.  49
    Integrating Moral and Social Development Within Middle School Social Studies: A Social Cognitive Domain Approach.Larry Nucci, Michael W. Creane & Deborah W. Powers - 2015 - Journal of Moral Education 44 (4):479-496.
    Eleven teachers and 254 urban middle-school students comprised the sample of this study examining the social and moral development outcomes of the integration of social cognitive domain theory within regular classroom instruction. Participating teachers were trained to construct and implement history lessons that stimulated students’ moral reasoning and conceptions of societal convention. In comparison with baselines and controls, teachers reduced didactic instruction and increased the proportion of class time devoted to small group discussions. Student engagement in transactive discourse significantly increased (...)
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  2.  10
    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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  3. Children's Conceptions of Morality, Societal Convention, and Religious Prescription.Larry P. Nucci - 1985 - In Carol Gibb Harding (ed.), Moral Dilemmas and Ethical Reasoning. Transaction Publishers.
     
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  4.  18
    Goethe's Faust Revisited: Lessons From DIT Research.Larry Nucci - 2002 - Journal of Moral Education 31 (3):315-324.
    The argument is made that psychometric forms of assessment are essential to the large-scale adoption of developmental approaches to moral education. In this respect, the Defining Issues Test has been an invaluable tool for research and practice in moral education. However, because such instruments are based upon previous developmental research, they are by definition derivative and unsuited for basic research on moral development. In addition standardised measures, while essential to educational research on the correlates of moral growth, run the risk (...)
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  5.  14
    Sociomoral Development and Drug and Alcohol Abuse.Marvin W. Berkowitz, Nancy Guerra & Larry Nucci - 1991 - In William M. Kurtines & Jacob L. Gewirtz (eds.), Handbook of Moral Behavior and Development. L. Erlbaum. pp. 3--35.
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  6.  27
    JME Referees in 2000.Mary Lou Arnold, Cary Buzzelli, David Carr, Shui Che Fok, Eileen Francis, Sarah Golden, Maria Cristina Moreno Gutiérrez, Graham McFee, Larry Nucci & Nona Lyons - 2001 - Journal of Moral Education 30 (2).
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  7.  6
    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 - forthcoming - Journal of Moral Education: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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  8.  24
    Morality, Religion and Public Education in Pluralist Democracies: A Reply to Kunzman.Larry Nucci - 2003 - Journal of Moral Education 32 (3):263-270.
    This article responds to Kunzman's conflation of the functional relationship between morality and religious faith with the conceptual independence of morality and the commands of religious authority. On the basis of this conceptual error and a selective misreading of the empirical research, Kunzman argues for the insertion of religious content into moral education. This article offers a point-by-point refutation of Kunzman's misreading of the research findings. The case is made that Kunzman's position both undermines religious freedom within pluralist societies by (...)
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