Teaching Ethical Decision Making: Designing a Personal Value Portrait to Ignite Creativity and Promote Personal Engagement in Case Method Analysis

The case method approach to introducing ethical issues is a traditional tool for applying critical thinking skills to a specific dilemma (Beauchamp &; Childress, 2001 Beauchamp, T. L. and Childress, J. F. 2001. Principles of biomedical ethics, 5th, New York: Oxford University Press.  [Google Scholar]). It allows for personal reflection and clarification of an individual's conceptual framework for deciding what is and is not ethical behavior. However, it also affords the student distance from the story line and may, through providing a retrospective critique, prevent sufficient challenge to the student to articulate and defend personal value assessments in addressing the ethical dynamics reflected in the case. Providing teaching exercises that encourage the creation of language to form that conceptual framework and a comfort in using that language allows the student to not only identify ethical issues but also recognize and more effectively communicate the struggles with molding a personal values portrait to apply to such cases.     

Validation of the Peer Social Maturity Scale for Assessing Children's Social Skills

We evaluated the utility of a brief, seven‐item, teacher‐rated Peer Social Maturity Scale (PSMAT). In Study 1, teachers of 138 Australian children (ranging from 5 to 8 years and 5 months old) in kindergarten and Grades 1 and 2 rated their pupils' social maturity using the PSMAT and their classroom social skills via the Social Skills Rating System (SSRS). The PSMAT showed excellent internal consistency and a significant overall correlation with the SSRS social skills scale. Study 2 involved a new longitudinal sample of children who were rated by different classroom teachers in kindergarten and Grades 1 and 2 of full‐time primary school. Consistent with Study 1, at all three time points, PSMAT scores were highly correlated with SSRS social skills scores. PSMAT scores also correlated significantly with peer‐rated social preference. These studies confirm that the PSMAT is a reliable and valid assessment of children's social maturity within their classroom peer groups. Copyright © 2013 John Wiley & Sons, Ltd.     

Re-Examination of Classroom Rules

Abstract

This article provides a contemplative, research-based discussion of classroom management by examining classroom rules. The introduction contains a discussion establishing the importance of effective classroom management strategies. The article also provides a consideration of the literature to gain a better understanding of ineffective and effective rules.     

Perceptions and Attitudes Toward Bullying in Middle School Youth

ABSTRACT

We examined middle school students' attitudes and perceptions of bullying during their middle school years. Participants were categorized along the bully/victim continuum as bullies, victims, bully-victims, and no-status students based on their self-nomination from a survey that queries students about their experiences with bullying (either as a bully, victim, or both), their observations of bullying, and their attitudes toward bullying. The majority of participants were classified as bullies, victims, and bully-victims as 70% of the participants reported involvement with bullying and/or victimization during their middle school years. Participants' perceptions about bullying and attitudes toward bullying were examined at three points in time. Participants' attitudes toward bullying became more supportive of bullying as students progressed through middle school. Additionally, external attributes for bullying were cited across all four status groups as reasons for involvement in bullying. Implications for prevention and intervention programs that address bullying are discussed.     

The Role of Peers in the Linkages Between Harsh Parenting and Mental Health Outcomes Among Adolescents from Families At-Risk

Harsh parenting is associated with adolescent mental health concerns. Peer relationships also importantly influence adolescent mental health outcomes. Although the direct associations between harsh parenting, peer relationships, and adolescent outcomes have been empirically established, less is known about the extent to which peer relationships mediate the associations between harsh parenting and adolescent outcomes. This study tested the links between harsh parenting, peer relationships, and adolescent outcomes among families at-risk for child maltreatment. With a sample of caregivers and adolescents (n = 218), the results of mediation analyses indicated that peer aggression partially mediated the pathway between harsh parenting and externalizing symptoms of both females and males. Additionally, peer rejection partially mediated the links between harsh parenting and internalizing symptoms of both females and males and peer rejection also was a partial mediator of male externalizing symptoms.     

From Classroom to Controversy: Conflict in the Teaching of Religion

What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically.     

Relationships among Leisure,Social Self-Image,Peer Pressure and At-Risk Behaviours of Adolescents in Nigeria

This study investigated the relationships among leisure, social self image, peer pressure and at-risk behaviours of adolescents in Nigeria. It also examined the moderating roles of gender, age, and locale and school type on measured relationships. A total of 1,141 adolescents with a mean age of 16 participated in the study. The results revealed significant relationships among leisure, social self-image, peer pressure and involvement in at-risk behaviours. Leisure was found to be greatest predictor of at-risk behaviours. The variable of gender stood out as a significant moderator of the relationships between leisure, social self-image, peer pressure and at-risk behaviours, while school type moderated only the relationship between leisure and at-risk behaviours.     

Can including pros and cons increase the helpfulness and persuasiveness of online reviews? The interactive effects of ratings and arguments

One guideline given to online reviewers is to acknowledge a product's pros and cons. Yet, I argue that presenting two sides is not always more helpful and can even be less persuasive than presenting one side. Specifically, the effects of two- versus one-sided arguments depend on the perceived consistency between a reviewer's arguments and rating. Across a content analysis and three experiments that vary the information provided in the online review and whether the ratings are positive or negative, the results support these predictions. Furthermore, beliefs that the reviewer is able (vs. willing) to tell the truth mediated the effects.     

A parametric analysis of errors of commission during discrete-trial training

We investigated the effects of systematic changes in levels of treatment integrity by altering errors of commission during error-correction procedures as part of discrete-trial training. We taught 3 students with autism receptive nonsense shapes under 3 treatment integrity conditions (0%, 50%, or 100% errors of commission). Participants exhibited higher levels of performance during perfect implementation (0% errors). For 2 of the 3 participants, performance was low and showed no differentiation in the remaining conditions. Findings suggest that 50% commission errors may be as detrimental as 100% commission errors on teaching outcomes.