Literaturnachweis - Detailanzeige
Autor/inn/en | Lamb, Michael; Dykhuis, Elise M.; Mendonça, Sara E.; Jayawickreme, Eranda |
---|---|
Titel | Commencing Character: A Case Study of Character Development in College |
Quelle | In: Journal of Moral Education, 51 (2022) 2, S.238-260 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lamb, Michael) ORCID (Dykhuis, Elise M.) ORCID (Jayawickreme, Eranda) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7240 |
DOI | 10.1080/03057240.2021.1953451 |
Schlagwörter | Case Studies; Values Education; Comparative Analysis; Undergraduate Students; Ethics; Course Descriptions; Direct Instruction; Speeches; Student Attitudes; Interdisciplinary Approach; Habituation; College Graduates; Dialogs (Language); Friendship; Accountability; Intervention Case study; Fallstudie; Case Study; Werterziehung; Ethik; Kursstrukturplan; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schülerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulabsolvent; Hochschulabsolventin; Dialog; Dialogs; Dialogue; Dialogues; Freundschaft; Verantwortung |
Abstract | In the last century, higher education has witnessed a shift away from explicit character education. Although scholarship has recently reemerged on the importance of character in college, there are almost no empirical investigations of courses intentionally designed to impact student character at the college level. The current study examines an innovative course intervention called 'Commencing Character' designed to intentionally teach 16 target virtues through direct instruction, application of seven research-based strategies of character development, and engagement with over 40 commencement addresses focused on character. Comparing pre- and post-course self-reports, results indicated significant group differences in the development of seven targeted virtues when comparing students in the course (n = 31) to a control group (n = 49). These results show that a course focused explicitly on character in a way that is developmentally- and contextually-sensitive can promote the development of specific virtues. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |