Integrating Moral
Development Within the Teaching of History in Urban Schools
This talk will describe a successful effort to apply
developmental principles to promote moral development within the teaching of
the regular social studies curriculum in Oakland public middle schools. The talk will conclude with a discussion of
current efforts to extend this work throughout the district, and to integrate
this approach with the district efforts to promote civic engagement at the high
school level. Our approach enabled
teachers to differentially address students’ understandings of societal
conventions and social systems, and their moral reasoning. Teachers reduced their reliance on didactic
instruction, and promoted students’ engagement in transactive forms of
discourse within peer and whole class discussions. Students’ transactive discussion was in turn
associated with the increases in students’ moral growth and their spontaneous
coordination of moral and conventional elements in multi-faceted contexts. Student engagement within their academic
learning increased along with their perceptions of the amount of history
learned. Teachers reported increased
levels of student engagement, and enthusiastically endorsed the approach taken
in this project.
This talk will be held from 12:00-1:30pm in 3105 Tolman Hall.
This talk will describe a successful effort to apply
developmental principles to promote moral development within the teaching of
the regular social studies curriculum in Oakland public middle schools. The talk will conclude with a discussion of
current efforts to extend this work throughout the district, and to integrate
this approach with the district efforts to promote civic engagement at the high
school level. Our approach enabled
teachers to differentially address students’ understandings of societal
conventions and social systems, and their moral reasoning. Teachers reduced their reliance on didactic
instruction, and promoted students’ engagement in transactive forms of
discourse within peer and whole class discussions. Students’ transactive discussion was in turn
associated with the increases in students’ moral growth and their spontaneous
coordination of moral and conventional elements in multi-faceted contexts. Student engagement within their academic
learning increased along with their perceptions of the amount of history
learned. Teachers reported increased
levels of student engagement, and enthusiastically endorsed the approach taken
in this project.
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