Cultivating the Academic Integrity of Urban Adolescents with Ethical Philosophy Programming

Autor/inn/en	Seider, Scott; Novick, Sarah; Gomez, Jessica
Titel	Cultivating the Academic Integrity of Urban Adolescents with Ethical Philosophy Programming
Quelle	In: Peabody Journal of Education, 88 (2013) 2, S.142-158 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2013.775864
Schlagwörter	Adolescents; Urban Areas; Integrity; Ethics; Philosophy; Poverty; At Risk Students; Pretests Posttests; Student Attitudes; Comparative Analysis; Observation; Moral Values; Thinking Skills; Logical Thinking; Identification (Psychology); High School Students; Gender Differences; Racial Differences; Charter Schools; Semi Structured Interviews; Mixed Methods Research; Factor Analysis + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Stadtregion; Integrität; Ethik; Philosophie; Armut; Schülerverhalten; Beobachtung; Moral value; Ethischer Wert; Denkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Rassenunterschied; Charter school; Charter-Schule; Faktorenanalyse
Abstract	This mixed-methods study considered the effects of ethical philosophy programming at a high-performing, high-poverty urban high school upon the academic integrity of participating adolescents ("n" = 279). Analyses of pre-post survey data revealed that participating adolescents reported significantly higher levels of academic integrity than their peers at a matched comparison school. Field notes from observations of ethical philosophy lessons and qualitative interviews with participating students revealed that this programming offered students frequent opportunities to practice moral reasoning and introduced philosophical perspectives that influenced students' conception of and commitment to academic integrity. (Contains 2 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10