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Diversity Courses and Students' Moral Reasoning: A Model of Predispositions and Change
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Hurtado, Sylvia; Mayhew, Matthew J.; Engberg, Mark E. – Journal of Moral Education, 2012
The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the…
Descriptors: Moral Development, Abstract Reasoning, Introductory Courses, Cultural Pluralism
Acting "Cool" and "Appropriate": Toward a Framework for Considering Literacy Classroom Interactions when Race Is a Factor
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Rex, Lesley A. – Journal of Literacy Research, 2006
In this article I draw on 3 incidents to investigate how teachers and students purposefully negotiate to manage incipient conflict when race is a confounding factor. I do so to propose a methodology and theoretical framework for researching multiracial classroom teaching and learning that could inform White literacy teachers' pedagogy with…
Descriptors: Social Life, Classroom Environment, Multiracial Persons, Causal Models
Classroom Environment Influences on Aggression, Peer Relations, and Academic Focus
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Barth, Joan M.; Dunlap, Sarah T.; Dane, Heather; Lochman, John E.; Wells, Karen C. – Journal of School Psychology, 2004
Peers serve as reinforcers and models of behavior, and consequently classrooms containing high numbers of students with poor academic skills or behavior problems are likely to promote these behaviors in individual students. This study examined how variations in social and academic classroom composition as well as the larger school context affected…
Descriptors: Student Behavior, Classroom Environment, Peer Relationship, Children
A Process Model of Mathematics Achievement and Attitude.
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Reynolds, Arthur J.; Walberg, Herbert J. – Journal for Research in Mathematics Education, 1992
Tested a structural model of mathematics achievement and attitude with a probability sample of 3,116 adolescents from the Longitudinal Study of American Youth. Concluded that prior achievement and home environment influenced subsequent achievement most powerfully and that previous attitude had the most powerful influence on subsequent attitude.…
Descriptors: Causal Models, Classroom Environment, Family Environment, Family Influence