Modifications of Kohlberg's theory have been proposed by Carol Gilligan and Nel Noddings. Describe what sets the ideas of each apart from those of Kohlberg
What will be an ideal response?
Carol Gilligan argued that because Kohlberg's research on stages of moral development was based on male subjects, his theory has a clear male bias that is not necessarily consistent with the moral development of females. Females, Gilligan argues, place a higher priority on the conventional stage values of helping and cooperating with others than the higher postconventional stage values of justice and individual's rights.
Nel Noddings' work focuses on the development of a caring attitude and the formation of
caring relationships as prerequisites for moral behavior. The difference between a caring attitude and a caring relationship is like the difference between thought and action. Once can have great empathy for students and work hard to provide them with high quality instruction, but in the absence of overt comments and actions from the teacher, students may believe that teachers don't care about them and thus be less motivated to learn.
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This chapter discussed three ways to “try a job on for size.” What were they?
A. Part-time work, service learning and full-time work B. Co-op programs, part-time work, and full-time work C. Networking, part-time work, and full-time work D. Internships, co-op programs, and service learning
Children with severe developmental disabilities or autism usually need
a. Explicit or direct instruction with high interaction with the teacher b. Minimal assistance with teachers to learn language and literacy c. Typical interaction with peers to learn in the classroom d. None of the above
Describe the benefits of observational assessment.
What will be an ideal response?
Components of classroom management that encourage appropriate social skills include
a. classroom organization, teacher-student relationships, and direct instruction b. peer relationships, teacher-student relationships, and behavior management techniques c. direct instruction, peer relationships, and behavior management techniques d. classroom organization, peer relationships, and generalization