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| Autor/in | Zhou, Simon |
|---|---|
| Titel | Examining the Four Components of Morality within the Senior Secondary English Curricula at a Gifted and Talented School |
| Quelle | In: Australasian Journal of Gifted Education, 29 (2020) 2, S.30-46 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1323-9686 |
| Schlagwörter | Moral Development; Moral Values; Academically Gifted; Talent; Gifted Education; High School Students; Secondary School Curriculum; English Curriculum; National Curriculum; Foreign Countries; Grade 11; Grade 12; Australia |
| Abstract | Moral development in gifted education is an issue of imperative importance due to the potential of gifted students to change the world. In consideration of this issue and the lack of research on the topic, this study examined the extent to which moral development was present within the senior secondary English curricula at an academically selective gifted and talented school. Due to multiple criticisms of the Stages of Moral Development theory, which is commonly used in educational research on morality, this study was guided by an alternative framework - Rest's Four Component Model of Morality. The findings of the study indicated that moral development was reflected only to a limited extent within the English curricula offered at the academically selective gifted and talented school. (As Provided). |
| Anmerkungen | Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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