Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation

Autor/in	Glina, Monica B.
Titel	Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation
Quelle	In: Democracy & Education, 23 (2015) 2, Artikel 5 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Bullying; Prosocial Behavior; Victims; Aggression; Statistical Analysis; Teaching Methods; Student Attitudes; Intervention; Outcomes of Education; Dialogs (Language); Philosophy; Gender Differences; Empathy; Measures (Individuals); Grade 4; Elementary School Students; Sociometric Techniques; Scoring; New Jersey + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lernleistung; Schulerfolg; Dialog; Dialogs; Dialogue; Dialogues; Philosophie; Geschlechterkonflikt; Empathie; Messdaten; School year 04; 4. Schuljahr; Schuljahr 04; Soziometrie; Bewertung
Abstract	The problem of bullying in schools cannot be overstated. Researchers have examined the problem of bullying in schools from a variety of perspectives and have found that bullying has serious short-and long-term effects not just for the victim but for the bully as well. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. This study uses three quantitative measures to examine the impact that an instructional method steeped in the dynamics of dialogical inquiry has on students' attitudes and beliefs about aggression. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01