A Case Study of an Affective Education Course in Taiwan

Autor/inn/en	Wang, Chin-Chiang; Ku, Heng-Yu
Titel	A Case Study of an Affective Education Course in Taiwan
Quelle	In: Educational Technology Research and Development, 58 (2010) 5, S.613-628 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-010-9168-z
Schlagwörter	Foreign Countries; Grounded Theory; Constructivism (Learning); Humanistic Education; Grade 5; Empathy; Teaching Methods; Psychoeducational Methods; Affective Behavior; Rural Schools; Story Telling; Interdisciplinary Approach; Curriculum Implementation; Emotional Development; Psychological Patterns; Case Studies; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Humanistische Bildung; School year 05; 5. Schuljahr; Schuljahr 05; Empathie; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Gefühlsbildung; Case study; Fallstudie; Case Study
Abstract	The purpose of this study was to identify the components of a framework for affective education implementation based on a positive psychology approach. A fifth grade class of 31 students in a public rural elementary school in Taiwan participated in a 13-week long affective education course that consisted of six units: Self-discovery, Love and Gratitude, Empathy, Emotions, Optimism, and Hope. Storytelling and interdisciplinary instruction were utilized as two primary teaching strategies. Constructivist grounded theory case study was used as a qualitative methodological approach and four data sources including participant observations, field notes, artifacts, and self-assessment were collected. A framework for affective education implementation that emerged from the data consisted of three levels: the classroom in/out level, the school/family level, and the society/culture level. Findings on the components of a framework for affective education implementation are presented and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10