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Peter Kutnick [5]Peter J. Kutnick [1]
  1.  31
    ‘I'll Teach You!’ Primary School Teachers’ Attitudes to and Use of Moral Education in the Curriculum.Peter Kutnick - 1988 - Journal of Moral Education 17 (1):40-51.
    Abstract This paper is the culmination of having worked with training and in?service primary teachers, the observation of primary teachers in practice, and a review of relevant literature in primary education and child development. When considering moral education a consistent finding has been that the child must be trained to be good and moral. This finding is in contradiction to the developmental psychological basis to many moral education programmes, which relies on the child's sociability and development of relationships with others (...)
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  2.  4
    A Social Critique of Cognitively Based Science Curricula.Peter J. Kutnick - 1990 - Science Education 74 (1):87-94.
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  3.  21
    Determinants of Academic Success Within Classrooms in Trinidad and Tobago: Some Personal and Systemic Variables.Vena Jules & Peter Kutnick - 1990 - Educational Studies 16 (3):217-235.
  4.  21
    A Survey of Primary School Teachers' Understanding and Implementation of Moral Education in Trinidad and Tobago1.Peter Kutnick - 1990 - Journal of Moral Education 19 (1):48-57.
    Abstract Results from a survey of teachers? understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its (...)
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  5.  8
    The Myth of the Democratic Leader: An Insight Into Political Socialization of the Primary School.Peter Kutnick - 1981 - Journal of Moral Education 10 (3):173-185.
    This article presents a discussion of the political socialization literature and findings from two studies on the child's developing concept of leadership. Findings challenge the concept of democracy in school systems where all authority relations are based upon ?constraint?. The author proposes that true cooperative teaching and learning styles should be integrated into the classroom.
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