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MORAL COGNITION IN CHILDREN: AN EXAMINATION OF THE POSSIBLE IMPACT OF SCHOOL DIDACTIC PHILOSOPHIES.
Title
MORAL COGNITION IN CHILDREN: AN EXAMINATION OF THE POSSIBLE IMPACT OF SCHOOL DIDACTIC PHILOSOPHIES.
Creator
Shah, Smit, Sims, Valerie, University of Central Florida
Abstract / Description
The purpose of this thesis is to examine the effects that Montessori and public school environments have on the moral cognition of children and to assess the differences using modified moral dilemma stories. Through the analysis of these children's responses on moral dilemma stories this thesis reveals that there are stark and statistically significant differences in the children's responses on two of the three stories. The Montessori children scored higher on the morality level and the...
Show moreThe purpose of this thesis is to examine the effects that Montessori and public school environments have on the moral cognition of children and to assess the differences using modified moral dilemma stories. Through the analysis of these children's responses on moral dilemma stories this thesis reveals that there are stark and statistically significant differences in the children's responses on two of the three stories. The Montessori children scored higher on the morality level and the answers reflected altruism over authority on story one and story three. Through these results the researcher surmised that school environment can have an impact on moral cognition of children and that further research needs to be done in this field.
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Date Issued
2011
Identifier
CFH0004075, ucf:44810
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004075
EXAMINING THE MORAL DEVELOPMENT OF YOUNG CHILDREN AND THEIR NATURALISTIC DISPLAYS OF EMPATHY THROUGH SERVICE-LEARNING EXPERIENCES IN PRESCHOOL
Title
EXAMINING THE MORAL DEVELOPMENT OF YOUNG CHILDREN AND THEIR NATURALISTIC DISPLAYS OF EMPATHY THROUGH SERVICE-LEARNING EXPERIENCES IN PRESCHOOL.
Creator
Paris, Elizabeth, Szente, Judit, University of Central Florida
Abstract / Description
Moral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a...
Show moreMoral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a developmentally-appropriate approach to service-learning, and determine if such a curriculum had a measurable effect on naturalistic empathy. Children in two classrooms received a preliminary empathy score based on number of empathetic behaviors relative to time observed. Children in the experimental classroom engaged in a series of lesson plans designed to guide their self-selected service-learning project. Participants in the experimental classroom created an intergenerational project that directly served the residents of a nursing home across the street from their school. A subsequent assessment of empathy measured moral development as a result of the service-learning in comparison to the normal growth and development observed in the control classroom. Results indicate if participation in service-learning increases the number of observed empathetic behaviors. Implications and recommendations for further research are also discussed.
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Date Issued
2011
Identifier
CFH0003851, ucf:44709
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003851
A FAITH-BASED PROGRAM EVALUATION: MORAL DEVELOPMENT OF SEMINARY STUDENTS AT THE LOUISIANA STATE PENITENTIARY
Title
A FAITH-BASED PROGRAM EVALUATION: MORAL DEVELOPMENT OF SEMINARY STUDENTS AT THE LOUISIANA STATE PENITENTIARY.
Creator
Sabin, Bruce, Tubbs, LeVester, University of Central Florida
Abstract / Description
The purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether...
Show moreThe purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether statistically significant differences existed in the moral reasoning of students of different class years. The second subquestion asked whether statistically significant differences existed in the moral reasoning of students of different personality types. A cross-sectional study was conducted with students during the fall of 2005 using the Defining Issues Test 2 (DIT-2) and the Myers-Briggs Type Indicator (MBTI) instruments. All 101 program students were invited to participate in the study. To provide a benchmark for student scores, 30 Seminary faculty members were asked to complete the DIT-2. The student response rates were 94% for the DIT-2 instrument and 97% for the MBTI instrument. The response rate for faculty was 20%. After removing two outliers from the freshmen class, statistically significant differences were found in the principled moral reasoning scores (P scores) of freshmen (m = 22.146, sd = 12.002) and juniors (m = 30.274, sd = 13.165). No significant differences were found in moral reasoning based upon personality types. The mean P score among faculty members was 34.02 (sd = 15.25). In response to the primary research question, it was determined student scores did show moral reasoning differences consistent with the program goals. Conclusions reached in this study were limited because of the cross-sectional design. Further research is necessary before conclusions may be generalized beyond the sample.
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Date Issued
2006
Identifier
CFE0001039, ucf:46795
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001039
An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience
Title
An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience.
Creator
Ling, Trent, Murray, Barbara, Baldwin, Lee, Murray, Kenneth, Holt, Larry, University of Central Florida
Abstract / Description
Previous research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral...
Show morePrevious research by Vitton (&) Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ((")DIT-2(")). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles.Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores.This research confirms the prior works of Strenth (2013) and Vitton (&) Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.
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Date Issued
2014
Identifier
CFE0005368, ucf:50485
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005368
RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT
Title
RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
Creator
Ernst, Michael, Murray, Barbara, University of Central Florida
Abstract / Description
Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
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Date Issued
2005
Identifier
CFE0000764, ucf:46585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000764