Measuring the Effectiveness of Virtuous Pedagogy: A Quantitative Study of the "What If Learning" Approach in Church of England Schools

Autor/inn/en	Hulbert, Sabina; Cooling, Trevor; Bowie, Robert
Titel	Measuring the Effectiveness of Virtuous Pedagogy: A Quantitative Study of the "What If Learning" Approach in Church of England Schools
Quelle	In: Education Sciences, 10 (2020), Artikel 315 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bowie, Robert)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teaching Methods; Ethical Instruction; Churches; Protestants; Ethics; Values Education; Teacher Attitudes; Student Attitudes; Christianity; Intergroup Relations; Prosocial Behavior; Intervention; Student Behavior; Instructional Effectiveness; Religious Education; Foreign Countries; Elementary Secondary Education; Empathy; Friendship; Task Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ethics instruction; Teaching of ethics; Ethikunterricht; Church; Kirche; Protestantism; Protestantismus; Ethik; Werterziehung; Lehrerverhalten; Schülerverhalten; Christentum; Intergruppenbeziehungen; Student behaviour; Unterrichtserfolg; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; Empathie; Freundschaft; Aufgabenanalyse
Abstract	"What If Learning" is a pedagogical approach that allows teachers to deliver traditional content, as prescribed by national curricula, while at the same time promoting character virtues fundamental to Christian ethos. It encourages teachers to present topics from a different perspective, which shapes understanding through the lenses of cooperation, coaching or hospitality. "What If Learning" reframes 'how' to teach rather than changing 'what' to teach. This study tested the effects of a three-months-long "What If Learning" intervention which reshaped the delivery of lessons to reflect values of hospitality and welcome in twenty schools across five dioceses in the United Kingdom. Four hundred and seventy-four pupils and 198 of their teachers filled in online surveys presenting implicit and explicit measures of intergroup attitudes adapted from the existing literature to reflect our operationalisation of tolerance as the Christian virtue of hospitality or welcome. Data were collected from all participants at three time points: before and after the intervention and then again three months later. Analyses of variance revealed a pattern of answers largely supportive of the positive effect of the proposed pedagogical approach, although not always consistent with the hypotheses. Teachers report overwhelming positive effects of the intervention on several aspects of pupils' behaviour and flourishing potentials. The discussion focuses on the widespread implications of these findings while acknowledging the need for additional research to strengthen our conclusions and promote the approach even further. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01