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Scott Seider [5]Scott C. Seider [1]
  1. Character Compass: How Powerful School Culture Can Point Students Toward Success.Scott Seider & Howard Gardner - 2012 - Harvard Education Press.
    In _Character Compass_, Scott Seider offers portraits of three high-performing urban schools in Boston, Massachusetts that have made character development central to their mission of supporting student success, yet define character in three very different ways. One school focuses on students’ moral character development, another emphasizes civic character development, and the third prioritizes performance character development. Drawing on surveys, interviews, field notes, and student achievement data, _Character Compass _highlights the unique effects of these distinct approaches to character development as well (...)
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  2.  17
    The Impact of Community Service Learning Upon the Worldviews of Business Majors Versus Non-Business Majors at an American University.Scott C. Seider, Susan C. Gillmor & Samantha A. Rabinowicz - 2011 - Journal of Business Ethics 98 (3):485 - 503.
    The SERVE Program at Ignatius University seeks to foster the ethical development of its participants by combining academic study of philosophy and theology with a year-long community service project. This study considered the impact of the SERVE Program upon Ignatius University students majoring in business in comparison to students pursuing majors in the liberal arts, education, and nursing. Findings from this study offer insight into the response of business students to ethical content in comparison to students pursuing degrees in other (...)
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  3. When False Representations Ring True (and When They Don't).Katie Davis, Scott Seider & Howard Gardner - 2008 - Social Research: An International Quarterly 75 (4):1085-1108.
    We examine the circumstances under which young people engage in fabricated self-representations and explore the individual and societal factors that compel and sanction these fabrications. There are circumstances under which self-fabrications may have beneficial effects and are, thus, authorized representations of the self. In contrast, a false, or unauthorized, self-representation is one that results in harm to the self, to others, and/or society. We discuss an educational curriculum designed to encourage students to reflect on their roles and responsibilities in the (...)
     
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    The Trouble with Teaching Ethics on Trolley Cars and Train Tracks.Scott Seider - 2009 - Journal of Moral Education 38 (2):219-236.
    In this study, I investigate the beliefs of privileged adolescents about their obligations to those contending with hunger and poverty as well as the impact of 'trolley problems' upon these adolescents' beliefs. To consider the attitudes of the young adults in this study, I draw upon their student writing from a course on social issues as well as survey and interview data collected at the start and conclusion of this course. I found that, for the privileged adolescents in this study, (...)
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  5.  44
    Broadening College Student Interest in Philosophical Education Through Community Service Learning.Scott Seider & Jason Taylor - 2011 - Teaching Philosophy 34 (3):197-217.
    The Pulse Program at Boston College is a community service learning program that combines academic study of philosophy and theology with a year-long community service project. An analysis of the Pulse Pro­gram during the 2008–09 academic year revealed that participating students demonstrated a significant increase in their interest in philosophy; a greater likelihood of enrolling in additional philosophy coursework; and a deeper interest in philosophy than classmates not participating in service-learning. Interviews with participating students revealed that the Pulse Program highlighted (...)
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    Tough Choices for Teachers: Ethical Challenges in Today’s Schools and Classrooms.Scott Seider - 2010 - Journal of Moral Education 39 (4):522-524.