A Consideration of Culture in Moral Theme Comprehension: Comparing Native and European American Students

Autor/in	Bock, Tonia
Titel	A Consideration of Culture in Moral Theme Comprehension: Comparing Native and European American Students
Quelle	In: Journal of Moral Education, 35 (2006) 1, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
Schlagwörter	Values Education; Ethical Instruction; Comprehension; Culture; Cultural Influences; American Indians; Students; White Students; Differences; Student Attitudes; Teacher Student Relationship; Peer Relationship; Reading Comprehension + Suchen Sie Ihr Suchwort? Werterziehung; Ethics instruction; Teaching of ethics; Ethikunterricht; Verstehen; Verständnis; Kultur; Cultural influence; Kultureinfluss; American Indian; Indianer; Student; Schüler; Schülerin; Studentin; Unterscheiden; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Leseverstehen
Abstract	The use of stories to teach character is popular among educators, yet little is known about student comprehension of these stories. An important factor that may influence comprehension of stories and story themes is culture. The purpose of this study was to examine the extent to which students from a Native American culture understand European-based stories in the same way as European American children. Native and European American students in Grade 4-8 (ages 10-18) read eight short stories depicting eight different virtues and identified the best theme from a list of choices. Differences were found between the two groups' theme comprehension scores. Each group also had different variables predicting their theme comprehension scores. Reasons for these differences and educational implications for the findings are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10