Students' moral and prosocial development is affected not only by their family and friends, but by their school experiences as well. Whether you intend to or not, you will undoubtedly be teaching your students moral values as well as academic content
With this in mind:
a. Describe the types of experiences that, according to researchers and theorists, are likely to help students develop morally and/or prosocially. Within your discussion, identify three different factors that promote moral and/or prosocial development.
b. Identify a moral issue that may arise either within a specific content area you will be teaching or within the general classroom situation. Explain what you, as a teacher, might specifically do to promote moral growth as you deal with the moral issue you've just identified.
a. Examples of strategies that promote moral/prosocial development include the following (the response should describe at least three of these, or it might identify other strategies that could reasonably be justified as promoting moral/prosocial development):
• Presenting challenges to students' moral reasoning about a topic (i.e., creating disequilibrium), especially by presenting slightly more advanced reasoning
• Creating an environment that is warm and supportive yet holds high expectations for behavior (i.e., an authoritative environment)
• Providing reasons why certain behaviors are unacceptable (induction); for example, making students aware that an action causes physical pain or inconvenience for someone else
• Exposing students to diverse perspectives about topics and events
• Modeling moral and/or prosocial behavior
• Exposing students to other models of moral and/or prosocial behavior (these might be either live or symbolic models)
• Conducting class discussions of moral issues and dilemmas
• Getting students involved in community service activities
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a. control of variables. c. objectivity. b. replication and verification of findings. d. interaction.
When considering the use of the norms accompanying a published test, the most important question the researcher should ask is
a. are the norms based on a large and representative sample? b. what population does the norm group represent? c. what kinds of scores are used to report the norms? d. how reliable are the norms?
Research shows that teachers at the top of salary scales with years of experience are more effective in the classroom than those mid-way through the salary scale with years of experience
Indicate whether the statement is true or false.
Prior to starting a test, you should do which of the following? Click all that apply.
A. Begin answering questions while the instructor is still giving directions. B. Check the point weighting of each section. C. Do an initial read-through of the test to assure that there are no missing or illegible pages. D. Listen carefully to the instructor's comments about the test. E. Focus all attention on the paper in front of you.