The observational study of effective instructional processes in kindergarten by DeVries and others is critiqued. It is maintained that (1) the study takes a narrow approach to constructivism that does not reflect current thinking; (2) there are flaws in the coding system used; and (3) the understanding of instructional issues involving minority…

Describes the teaching-upbringing complex (UVK) educational facilities in rural areas. Argues that UVKs create conditions that foster social, spiritual, and moral-esthetic development of rural students. Emphasizes the need for UVKs to provide guidance in literature, music, culture, and ethics. Encourages the channeling of students' free time into…

Issues related to values and the impact of campus experiences on the values of undergraduates were studied for 410 undergraduates responding at 3 time points over the freshman year. Campus experiences with robust and value-specific effects are those that promote engagement in values-related issues. (SLD)

Addresses causes and consequences for teacher educators of ignoring development of students' moral imagination and sense of efficacy. Critically reflective teacher education must help students understand and overcome social and educational dynamics. The article discusses Knox College's teacher preparation program, describing its emphasis on…

Examined parents' role in the development of their children's moral reasoning. Differences in interaction style in discussions of hypothetical and of real-life dilemmas were found. Children's moral development was best predicted by a parental discussion style involving supportive interactions and the presentation of higher level moral reasoning.…

Contends that the development and use of moral imagination helps students become sensitive to social justice issues and should be encouraged. Asserts that this process will encourage students to become cognizant of the tension between private beliefs and public behavior. (CFR)

Discusses a previous study of the operational and sociomoral reasoning of 70 congenitally deaf children. Reports that, although the results indicated no differences between the hearing and nonhearing students on the development of sociomoral reasoning, the researchers still advocated intervention programs. (CFR)

Responds to criticism of research into the development of sociomoral reasoning of deaf children. Defends research methodology and asserts that the criticism does not accurately interpret their hypotheses. Concludes that their recommended intervention program also would be helpful with sensory unimpaired children. (CFR)

Describes a class assignment for a college-level sociology course in which students read from religious texts to identify norms and sanctions. Reports that students expressed positive comments about the activity. Includes suggestions for preparing materials, instructions for implementing the activity, and a coding sheet to be used by students.…

Notes that concerns regarding moral decline in society have prompted the British Government to focus on nursery school education for all, and that, regardless of grade level, values and citizenship are highlighted issues. Focuses on the ways early-childhood educators provide children with a variety of values. Evaluates a comparative study of…

Presents information about and ideas for teaching an evolutionary view of ethics. Argues that when behavioral and moral aspects of human evolution are presented in biology courses in lieu of anatomical and physiological aspects, students may become more accepting of evolutionary theory. Contains 16 references. (WRM)

Proposes a framework on teaching as a moral activity. After discussing recent arguments about the moral dimensions of teaching, examines larger societal disagreements about the concept of the moral, arguing that the moral dimensions of teaching can be derived from the practice itself rather than from a theoretical or philosophical posture…

Oakland, California's Developmental Studies Center has identified "sense of community" in school as a pivotal condition for children's ethical, social, moral, and academic development. Practices such as class meetings, collaborative learning, and buddies will not build community unless designed to meet that goal. Academic learning is…

Provides a social domain theory analysis of the parents' role in moral development. Describes the domains of social knowledge. Proposes that the affective nature and cognitive aspects of parents' interactions with their children may facilitate children's moral development. Discusses the importance for parents to provide domain-specific feedback…

Examined the relationships between certain socialization experiences and social judgments among 54 inner-city, African American kindergartners from low-income families. Results indicated that in evaluating transgressions children distinguished between moral and social-conventional issues when explaining why they were wrong and in terms of rule and…