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Using moral dilemmas in children's literature as a vehicle for moral education and teaching reading comprehension

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Clare, L and Gallimore, R and Patthey-Chavez, GG (1996) Using moral dilemmas in children's literature as a vehicle for moral education and teaching reading comprehension. Journal of Moral Education, 25 (3). 325 - 341. ISSN 0305-7240

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Abstract

Moral development research has previously demonstrated that more extended discourse is a vital element in effective moral education, although the difficulty of implementing this type of discourse into classroom practice has seldom been discussed. In this study, transcripts of lessons were examined of a teacher systematically assisted to develop a more conversational style. These lessons were taped over the course of the school year at different times, beginning in the fall of the year. In addition, writing samples from children who participated in the lessons were subject to content analysis for themes relating to moral questions. Analysis of the lesson transcripts suggests that young students initiate discussion of values-implications of the texts they read if opportunities for connected discourse are increased. Evidence of the impact of more "conversational" discussions was found in the essays written by students in the class of a teacher using a more conversational style but not in the essays of students who were taught using a conventional format. © 1996 The Norham Foundation.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Clare, L
Gallimore, R
Patthey-Chavez, GG
Date: 1 January 1996
Date Type: Publication
Journal or Publication Title: Journal of Moral Education
Volume: 25
Number: 3
Page Range: 325 - 341
DOI or Unique Handle: 10.1080/0305724960250305
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
ISSN: 0305-7240
Date Deposited: 12 Oct 2015 14:59
Last Modified: 19 Jan 2019 14:55
URI: http://d-scholarship.pitt.edu/id/eprint/26203

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