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School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education

Title
School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education
Authors
White R.Shin T.S.
Ewha Authors
신태섭
SCOPUS Author ID
신태섭scopus
Issue Date
2016
Journal Title
Multicultural Education Review
ISSN
2005-615XJCR Link
Citation
pp. 1 - 17
Keywords
antisocial behaviorcharacter educationinclusive practiceprosocial developmentsociocultural
Publisher
Routledge
Indexed
SCOPUS scopus
Abstract
The issue of inclusive practice, particularly as it pertains to how school staff address antisocial behavior to improve learning and life outcomes for children has become a primary topic of discussion among educational stakeholders. Within an action research framework, this investigation used a mixed-method multiple case study approach to investigate what impact character education has on school climate and pupil behavior within five primary schools in England. Data were collected using interviews, observations, and archived records. All data-sets suggest that a multicomponent socioculturally inspired program can have positive effects on teacher talk, student on-task behavior, and decrease disruptive incidences during class and office referrals for antisocial behavior. Moreover, according to participant reports, the findings indicate that there is a positive effect on the school’s ability to meet the social, emotional, and cognitive needs of pupils within a multicultural setting following the implementation of a whole-school character education program. © 2016 Korean Association for Multicultural Education
DOI
10.1080/2005615X.2016.1237418
Appears in Collections:
사범대학 > 교육학과 > Journal papers
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