How can moral development be fostered in the classroom? To answer this question, this project examines education literature, the author's own experiences, current brain research relating to self regulation, an overview of moral development theories, moral development research, and the instructional implications of this research. There is evidence that certain conditions foster moral development and that these conditions can be promoted in the classroom. Moral development depends on social experiences that teach developmental building blocks such as emotional knowledge, self-regulation and pro-social behavior. Without these building blocks, moral development is unlikely to occur. Linking the fostering of moral development to content embedded in Manitoba's Social Studies curriculum will be made through the example unit plans included.
This mixed method research project addressed the question, Will the awarding of grades for note taking increase the average final grades of students enrolled in a first semester college English course? Four sections of the same EN1201, English Composition course, participated in this research project. Two sections of four were required to take daily class notes in Learning Journals, which were graded at mid-semester and at end of the semester and earned students up to ten percent of their final grade. The other two sections were able to earn up to ten percent of their final grade for writing two 300-word Learning Summaries of the course content that were graded at mid-semester and also at the end of the semester. The average final grades of the two groups were compared. In addition, qualitative research methods were used to record the responses by the two groups on a pretest and post-test Student Learning Survey. The students who kept daily Learning Journals were expected to achieve a higher average final grades [sic] than students who wrote Learning Summaries. However, because of the number of uncontrolled variables in this research project, final grade differences between these two groups were not statistically significant. The data from this research failed to reject the null hypothesis which stated that there was no correlation between daily note taking and higher final grades. Therefore, more research with greater control of the variables is recommended. --P.i.
The following research study examined relational bullying in a Christian-based elementary school context. Mixed methods were used to study grade seven students and the extent and nature of the relational bullying. Quantitative and qualitative data was collected through a student survey and an adult questionnaire. The results were analyzed using SPSS and by coding themes. The results of the analysis supported previously written literature that girls are relational bullies and boys are physical bullies. However, there is a contradiction that relational bullying is not a boys' issue . Boys are involved in relational bullying in school. Implications from the study indicate that boys will exclude, name call, tease and gossip and spread rumors as a means to bully peers. Boys superseded girls in relational bullying tactics except gossiping and spreading rumors.--P.ii