Search results for: Maddux Cleborne D.
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Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
The purpose of this study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. The study implemented an intervention program to advance moral reasoning in undergraduate elementary and secondary education students. Results indicate that direct instruction in moral development theory and dilemma discussion advanced students’ moral reasoning scores. These results are preliminary and provide only partial information. To address this limitation, suggestions for future research are provided.
Updated: May. 25, 2010
Editorial: Research on the Effectiveness of Technology in Schools: The Roles of Pedagogy and Content
The field of educational technology has been under pressure to identify learning outcomes that can be directly attributed to technology. Previous research has focused on media comparison, whereas the effectiveness of one medium was compared with another, on a variety of variables, but the media were later seen as vehicles that do not influence achievement. Current views distinguish between learning outcomes for each subject area and therefore make it possible for researchers to structure educational technology for each subject area and proposed outcome.
Updated: Mar. 25, 2008