Influence of ethics education on moral reasoning among pre-service teacher preparation and social work students

Salopek, Michelle M The Pennsylvania State University 2013 해외박사(DDOD)

This comparative case study examines the influence of ethics education on moral reasoning among pre-service teacher preparation and social work students. This study specifically investigates the ethical values of students enrolled in a teacher preparation and social work education program by their fourth year of study; the degree of ethical knowledge of social work and teacher preparation students by their fourth year of study; the program values in the social work and teacher preparation programs; the similarities and differences in how teacher preparation students and social work students reason through moral dilemmas; and the formal ethics training of students in each program by their fourth year of undergraduate education. In looking at teacher preparation and social work education, differences in student and programs values were identified. This study revealed that students enrolled in teacher preparation displayed a wider variance in value identification compared to students enrolled in social work. Further, teacher preparation students' values were more individualistic and rule oriented in orientation whereas social work students often identified with values that are relational in nature. This study also revealed that social work students were familiar with the National Association of Social Workers (NASW) Code of ethics; however, students in teacher preparation reported minimal discussion of ethical terminology or codes of ethics in their coursework. Further, students in teacher preparation reason through ethical dilemmas adhering to either an ethic of care or an ethic of justice orientation as described in the Shapiro and Stefkovich (2011) framework for ethical decision-making and a Stage Three from Kohlberg's Theory of Moral Development (1975). Many students in teacher preparation expressed a preoccupation with rules and policy compared to students in social work. In comparison, social work education students often reason through ethical dilemmas from an ethic of care, founded in relational values such as compassion and helpfulness. Further, from Kohlberg's Theory of Moral Development, social work students' predominately reasoned from a Stage Four. This study also revealed that students' reason from a higher level when the ethical dilemma was professionally related and lower when the dilemma was professionally neutral. The findings of this study contribute to the body of literature surrounding ethics education in professional development and higher education, the use of formal codes of professional ethics, and moral reasoning and decision making in professional development. Lastly, several suggestions for future studies are proposed that include a longitudinal study that compares students from year one to year four in a range of different areas of professional education. Second, a future study should look into other variables that impact moral behavior beyond moral reasoning, such as moral sensitivity.

교사교육에 관한 교육심리학의 중요성

뉴페인토야나쓰 전북대학교 일반대학원 2014 국내석사

This is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. Educational Psychologists note positive changes in educational psychology courses for pre-service and in-service teachers. Here in this research, I have discussed about the preparation of good teacher for teaching. The research is mainly focused on: 1) What is teacher education? And why is it important? 2) What is the role of Educational Psychology in teacher education? 3) What is the role of educational psychologist in teacher education etc? The main research result of this thesis was that the role of Educational Psychology is very important for teacher education. Without study of educational psychology, the professional development of teacher is impossible and very complex. It has proved that the need and important of educational psychology has become principal guideline for every teacher (pre and in-service in diff. levels). Also, the present of Educational Psychologists’ is obvious for the teacher profession. Educational Psychologists can play vital role in teacher education. Their roles help to produce able and qualified professional teachers.

Reform and education: An exploration of the influence of Deng Xiaoping's ideas on current primary education policy, curricula and textbooks in China

Reynolds, Barbara Gwyneth Columbia University Teachers College 1999 해외박사(DDOD)

Educational development in China continues to be the focus of much scholarly attention and social commentary because of the central role education plays in China's overall development, and because of China's increasing importance in global affairs. Deng Xiaoping, the principal architect of China's Reform and Opening-Up initiated in 1978, spoke often of the importance of education. This study explored the impact of Deng Xiaoping's reform, as articulated in his pronouncements, on current primary education policy, curricula and textbooks. Three research questions were addressed: (1) What are Deng Xiaoping's statements, policies and directives explicitly or implicitly related to education? (2) How have Deng Xiaoping's ideas been reflected in current education policies? (3) How have these ideas been manifested in current primary social studies curricula and textbooks?. Archival analysis was used for data collection and comparative content analysis for data analysis. Deng's works of 1975 to 1992 were reviewed, along with the Ninth Five-Year Plan for Educational Development, the National Social Studies Curriculum and the Social Studies Books I–VI. Deng Xiaoping's ideas about education were codified into ten categories, viz., interpretation of education, purpose of education, conception of education, education and leadership, education and the state, education and society, the outcomes of education, the context of education, education content and management of education. One or more idea or principle explicit or implicit in Deng Xiaoping Theory characterized each category. I then articulated what I anticipated the expected manifestation might be in policy, curricula or textbooks. Using these categories, the current education policy, social studies curriculum and textbooks were analyzed. An analysis of the current policy, social studies curriculum and textbooks suggests that Deng Xiaoping's influence continues to have a significant impact on primary education in China today in terms of the goals and policies set by the Government of China. It was not within the scope of this study to address actual classroom practice, where teachers and local circumstances may have some transformative effects. However, in so far as the current official policy, the curriculum and textbooks articulate the Government of China's intention, the influence of Deng Xiaoping is clear and perceptible.

Education policy in Japan and neoliberalism: focusing on the case of school choice

Jung Hyewon 서울대학교 대학원 2012 국내석사

1984년 임시교육위원회의 설치 이후 지난 30여 년간 일본에서 추진된 신자유주의 교육정책에는 시장의 경쟁원리 도입, 단선제 학교 시스템의 도입, 학교선택제의 확대와 같은 정책들이 포함되어 있다. 신자유주의 개혁의 부정적 측면을 우려하는 입장에서는 이러한 개혁이 교육을 사회적 기본권이 아닌 소비자 주권으로 전환시켜 교육의 시장원리, 과다한 경쟁, 사회불평등의 제도화 등과 같은 부작용을 야기시켰다고 본다. 그 중 학부모에게 학교선택의 폭을 넓혀 더 많은 교육기회를 제공하고, 학생과 학부모에게 학교선택의 기회를 부여하며, 기존에 공교육에서 나타나는 문제점을 해소하여 보려는 시도로 시작된 학교선택제의 확대는 전세계적으로 나타나는 대표적인 신자유주의 교육정책이라 할 수 있다. 메이지 유신 이후 전 국민을 대상으로 무상 의무교육을 실시하며 세계에서 가장 평등한 교육기회를 제공하던 일본에서도 1997년 이후 일본의 지역구에 따라 선택적으로 학교선택제를 실시하고 있다. 이는 공립학교간의 경쟁을 촉진하여 각 학교의 질적인 향상을 꾀하는 것을 목적으로 하고 있다. 그러나 중고등학교를 연계한 단선제 개혁과 맞물려 지역 내에서 명문 국·공립 단선제 학교로 진학하려는 학생과 그렇지 못한 학생들 사이 경쟁이 치열해지고 있으며, 선호하는 학교에 진학하려는 경쟁이 늘어남에 따라 사교육 시장이 확대되어 학생들의 학업 능력의 차이보다는 사회경제적 배경 차이에 따른 격차가 더욱 커지고 있다. 이는 교육의 질까지 보장하는 적극적인 의미의 평등한 교육기회를 제공하던 일본의 교육체제가 신자유주의의 도입과 함께 엘리트 중심의 불평등한 교육의 기회를 제공하는 체제로 구조화되었다는 것을 의미한다.

A Grounded Case Study of Parental Perceptions Surrounding Formalized Special Education Processes

Strong, William Eric Utah State University ProQuest Dissertations & The 2018 해외박사(DDOD)

In this dissertation, I explore, through qualitative means, the perceptions of parents related to discourse (what is said and not said) within formalized and required processes of special education. These processes are federal requirements that parents of children with disabilities or suspected disabilities encounter as their children progress through the school system. The processes purportedly protect the rights of children with disabilities. The goal of the process is to help children with disabilities make academic gains by providing scaffolds that meet their individual needs. During this process, parents of children with disabilities become empowered or disempowered by discourses focused on eligibility for special education services and Individualized Education Plans. These discourses may serve to privilege, empower, disempower, alienate and marginalize, or unite and value. I critically examine instances of this discourse to support and empower parents concerning instances of negatively framed discourse and to assist administrators, professionals, and teachers. My goal is to help these individuals understand how parents perceive the discourse within this framework. I aim to lessen instances of alienation, marginalization, and power inequities that parents repeatedly encounter through education. This study involves 15 survey participants and 14 remaining case-study participants who have or have had children with disabilities go through the special education process from five separate school systems within the Western U.S. I utilize a survey covering perceptions and attitudes about formalized special education processes along with open-ended, semi-structured interviews for case-study analysis. Participants discussed inequities and inequalities such as a perceived lack of power and voice. They referred to lost dignity for themselves and their children with disabilities and high levels of frustration due to poor communication and follow-through. Participants perceived successful interactions from persistent effort, advocacy, and self-education on special education law, procedure, and the disabilities of their children. I provide participant summary perceptions and desires regarding the special education process. I present two models of special education discourse derived from grounded theory and discuss my results regarding models of disability, a school-equity-improvement model, an ethical framework, and I argue for a call to action to begin the groundwork for positive, lasting change.

THE SCHOOL BUSINESS: RETHINKING EDUCATIONAL REFORM (METAPHOR, EDUCATION AS BUSINESS)

URBAN, NANCY YARNALL UNIVERSITY OF CALIFORNIA, BERKELEY 1999 해외박사(DDOD)

Contemporary descriptions of education and educational institutions commonly employ images of competition and business, referring to products, resources, consumers, and further elements of the corporate and business-world models. What are the consequences of structuring the university as a business, as opposed to a community, a guild, or a social resource? These are among the prior models for the university, but have all been in decline since the growth of the business metaphor in education. This dissertation uses cognitive linguistics and metaphor analysis to examine the ways in which we have understood the university in America. It focuses on the contemporary view of education as a business, but examines the history of ideas and models that have led up to this. The notion of education as a product offered in a competitive market relies upon the tenet that market forces will provide a natural balance in society (the 'invisible hand'). But a closer examination of the models employed to validate the free market and the ideal of competition some problematic aspects. For example, among the effects of understanding education as a business is that schools treating education as a service and not as a social good, as a want rather than a need, compete for customer-students, making education less available to poorer, underprivileged individuals. This development invites criticism when the American economy is increasingly becoming one of skilled labor. But more than that, this shift undercuts one of the cornerstones of democracy: an educated citizenry. The increasingly polarized distribution of resources and which is a result of the corporate model in academia conflicts directly the deeply held belief that education as a public good should be everyone. If we as a society and as a country are to hold true to education for all, an education which provides the possibility for advancement that is understood to be the right of every citizen, reconsider the assumptions of the market system, and the effects had upon both our educational system and our society as a whole.

Predictors, Profiles, and Policies: Analyzing Students in Special Education across Three Studies

Rhinehart, Laura ProQuest Dissertations & Theses University of Cali 2019 해외박사(DDOD)

Special education was created to support students with disabilities in schools, yet many students are not identified with disabilities and placed in special education until after they have experienced several years of school struggle. As early as school entry in kindergarten, and before being placed in special education, many of these students could have benefited from intensive interventions that are generally offered as part of special education. Thus, the three studies in this dissertation focus on early indicators of school struggle so that schools will be able to better identify the at-risk students who could benefit from early and targeted interventions. Specifically, each study utilizes restricted data from the ECLS-K: 2011 to explore kindergarten predictors of who is placed in special education in 4th grade. While a number of studies have looked at early indicators of special education status several years later, the studies here add to the literature in that they examine how executive functioning skills and Response to Intervention programs impact the likelihood a student will be placed in special education. Overall, findings from these studies identify multiple predictors that impact the likelihood a student will be placed in special education and also describe subtypes of students in special education, both of which can inform early interventions.Study 1 ("Students Identified with Learning Disabilities: Predictors, Profiles, and Policies") identifies variables measured in kindergarten that predict learning disability (LD) identification by 4th grade. Results show the strongest kindergarten predictors include students' math, working memory, and "approaches to learning" skills. Results also show a number of demographic characteristics (i.e., student age, race, and family income) impact the likelihood of a student being identified with LD. In addition, Study 1 finds and describes several subtypes of students who are in special education with LD. Next, Study 2 ("Who Is in Placed in Special Education with ADHD?") explores how students receiving special education services for ADHD differ from general education students. Results show kindergarten students' working memory, teacher reported attentional focus, and teacher-reported conflict distinguishes these students from students who are not placed in special education with ADHD in 4th grade. Again, a number of demographic characteristics (i.e., student ethnicity, family income, and home language) impact the likelihood a student will be identified with ADHD and placed in special education. An analysis of these students' behaviors shows these students fall into different subtypes from those typically described in clinical psychology. Finally, Study 3 ("Who is Not Placed in Special Education?") examines students with low reading and math achievement, with and without special education placement, and describes how they differ on a number of factors. Specifically, this study analyzes a group of academically struggling students and describes their likelihood of being placed in special education in 4th grade. Results show, for students with low academic achievement, the strongest kindergarten predictor of later special education placement is their "approaches to learning" skills, and low achieving students with higher levels of these skills are less likely to be in special education. Student ethnicity, age, and gender are also shown to impact the likelihood a low achieving student is placed in special education. Taken together, these findings have important implications for early interventions for students at-risk of later special education placement. Discussions within the three studies center around the skills these early interventions could target. These kinds of interventions have the potential to not only raise the academic achievement of at-risk students, but they also have the potential to reduce disproportionate representation by race, ethnicity, and gender within special education placements. Ultimately, the findings within this dissertation can inform special education policies related to identification procedures for students with mild to moderate disabilities, like LD and ADHD.

A case study of a character education program in an elementary school

Hirschi, David Merlin Utah State University 2002 해외박사(DDOD)

In recent years, many schools have implemented character education programs. Based on various teaching methods, this recent movement treats morality as a subject in life rather than a transitory curriculum for school. Because of the relative small number of research inquiries into the present character education programs, it is very difficult for research to inform practice. Thus, this study not only provides a critical analysis of past character education movements but also examined how one character education program, the Character Counts Program, was implemented and received by teachers, parents, and students in one elementary school. The sample for this study were fourth and fifth grade students, their parents, and the staff at one elementary school in northern Utah. This character education program has been in place for five years. To achieve the objective, six primary sources for gaining data were used. Although this case study was limited to one character education program at one elementary school, some of the findings from this research can inform and benefit practice. This elementary school had a strong and supportive administration. The principal clearly demonstrated moral leadership to students, parents, and staff. The citizenship committee, which was responsible for the Character Counts Program, was competent, informed, and enthusiastic about character education. The expectations concerning character and values were very high. There was also a high percentage of teachers engaging in both professional development and using various teaching strategies concerning character education. Inservice could be improved to encourage and instruct faculty involvement and improve integration of the Character Counts Program into curriculum as well as informing staff members who were not part of the teaching faculty, concerning the program. Suggestions for further research would include doing a longitudinal study to measure the influence the Character Counts Program had on the behavior of these students past their formative, elementary years, on into their high school years, and even into adulthood. Such a study would require both extensive time and resources but could prove to be valuable in shaping practice.

The relationship between the levels of character education implementation, the principals' personal characteristics, and the principals' perceptions of character education in Georgia middle schools

Ellison, Mary Frances Oglesby Georgia Southern University 2002 해외박사(DDOD)

Moral Education was a topic of heated discussion in the twentieth century. The American people demanded the separation of church and state and feared indoctrination by educators yet clamored for schools to address the moral problems of the youth. Despite the controversies and legal battles that surrounded moral education, educators intermittently tried to meet the moral needs of society by incorporating ethics into the formal curriculum. After several failed initiatives, a new form of moral education was formed, which was character education. Character education integrated elements of leadership theory and effective school practices in its program. The result was a sum of principles known as “The Eleven Principles of Character Education”. These elements were accepted by most character education theorists. As a result of governmental and societal endorsement, character education programs were developed and initiated in most areas of the United States. Although character education was widely accepted, there was little research to support either the effectiveness of the program or the connection between the principal and implementation of this initiative. Therefore, this dissertation examined the perceptions of the principal in the implementation of character education. In the Review of Literature, the researcher examined moral education's history, the controversies that surrounded it, the current character education initiative, and the role of the principal in the implementation process. Once the researcher had investigated these areas, a descriptive study was performed by sending a survey to all Georgia middle school principals. The Likert-type survey asked the principals to score their demographics, the schools' demographics, the importance level the principals placed on character education and the level of implementation at their schools. Principals were also asked to respond to an open-ended item. The principals were contacted on three occasions by mail and asked to respond to the survey. Out of the 347 Georgia middle school principals, 144 responded to the survey. The data from the survey were analyzed using the SPSS computer program. Frequencies, Pearson's Correlations, and ANCOVAs were used. The results from the analysis showed that the level of character education implementation did vary by the amount of importance the principal placed on character education, by the amount of character education training the principal had received, and the ethnicity of the school's student population. The level of importance placed on character education also varied by the amount of character education training, the ethnicity of the school, and the percentage of students on free/reduced lunches.

Elementary school teachers' perceptions of multicultural education

Boyd, Nichelle Catrice The University of Mississippi 2002 해외박사(DDOD)

This study examined elementary school teachers' perceptions of multicultural education. The sample for the study consisted of 63 elementary school teachers in an urban school system in the South. The subjects completed a Multicultural Attitude Survey that consisted of nineteen statements scored on a Likert scale, one multiple-choice question about the teachers' perceived levels of implementation of multicultural education, and a form which requested demographic information about each subject. The results of this study were based on 63 teachers' perceptions of multicultural education, and their perceptions of the level at which they implemented multicultural education. The results indicated that there were no significant relationships between teachers' perceptions and the diversity of their classes, their ages, years of teaching experience, gender, or ethnic backgrounds. In addition, there was no significant relationship between teachers' perceptions and the level at which they perceived that they implemented multicultural education. Pearson r and Spearman rho correlations were used to analyze data. Although there were no significant relationships found, the scores on the teachers' perceptions survey indicated that all subjects in this study possessed a positive perception of multicultural education. The majority of subjects also implemented multicultural education at Banks' two lowest levels of integration of ethnic content. Those two levels are the Contributions Approach where the teacher focuses on heroes and holidays, and the Additive Approach where the teacher adds a book or unit to the curriculum without changing the structure of the curriculum.