Suchergebnisse

Preliminary Material /Fritz Oser and Wiel Veugelers -- Introduction /Fritz Oser and Wiel Veugelers -- On the Relationship between Political and Moral Engagement /Joel Westheimer -- Pedagogy for Citizenship /Ruth Deakin-crick -- Moral Education and Citizenship Education at Pre-University Schools /Hélène Leenders , Wiel Veugelers and Ewoud De Kat -- Being Involved /Markoulis Diomedes and Dikaiou Maria -- Civic Engagement, Global Citizenship and Moral Psychology /F. Clark Power and Ann Marie R. Power -- The Judgment-Action Gap /Ann Higgins-D'Alessandro -- No Morality without Autonomy /Brigitte Latzko -- Adolescent's Prosocial Behavior,Sympathy, and Moral Reasoning /Tina Malti , Irene Kriesi and Marlis Buchmann -- The Role of Moral Judgment in Context-specific Professional Decision Making /Stephen J. Thoma , Muriel Bebeau and Annelieze Bolland -- Globalization and Cross-Cultural Studies of Moral Judgment Development /John C. Gibbs , Karen S. Basinger , Rebecca L. Grime and John R. Snarey -- Discourse, Development, and Education /Marvin W. Berkowitz , Wolfgang Althof , Val D. Turner , Daniel Bloch and Daniel Bloch -- Teaching the Political Psychology of Genocide /Elizabeth C. Vozzola and Kenneth J. Long -- Student and Teacher Perception of Moral Atmosphere in Taiwan Schools /Chi-Ming (Angela) Lee -- Teaching Moral Leadership /Dawn E. Schrader -- Moral Education by Confl ict Mediation /Leo Montada -- What Does it Take to Give? /James M. Lies and Tonia S. Bock -- "Psychologized Morality" and its Discontents, or, Do Good Fences Make Good Neighbours? /Daniel K Lapsley and Darcia Narvaez -- Combating Stereotypes and Prejudice as a Moral Endeavor /Zehavit Gross -- Being Good for Goodness' Sake /Lawrence J. Walker and Jeremy A. Frimer -- Ethical Sensitivity of Finnish Lutheran 7th – 9th Graders /Kirsi Tirri , Petri Nokelainen and Kristina Holm -- Phenography and Variation Theory of Learning as Pedagogical Tools for Understanding Religion /Elina Hella -- Moral Judgment in Economic Situations /Klaus Beck -- Education for Business Ethics /Gerhard Minnameier.

Intro -- Becoming an Entrepreneur -- TABLE OF CONTENTS -- Acknowledgements -- Part I Introduction and Overview -- Becoming an Entrepreneur: Mapping Challenges in the Field of Entrepreneurship Education -- Part II Becoming an Entrepreneur -- Entrepreneurship Education: A Gramscian Approach -- Ident cation of Entrepreneurial Challenges as Essential Condition for Modeling Entrepreneurial Competence -- Identifying Knowledge, Skills and Abilities of Successful Entrepreneurs -- Prior Knowledge of Potential Entrepreneurs -- Context and Ideology of Entrepreneurship Education in Practice -- Entrepreneurship Education at the University of Graz: Illustrated by the Example of the Master Curriculum for Business Education and Development -- From "Chalk-and-Talk" to Starting New Ventures: An Overview of Entrepreneurship Education Programs in Higher Education Institutions -- Entrepreneurial Intentions in Initial Vocational Education and Training -- Can Entrepreneurship Be Taught to Vocational Students?: An Intervention Study -- A Research- and Evidence-Based Entrepreneurship Education Program at Ludwig-Maximilians University (LMU), Munich -- Ethical and Moral Considerations on Entrepreneurship Education -- Conceptualization of "MODE³" as an Innovative Model for the Evaluation of Entrepreneurship Education at Universities from the Perspective of Gründungsdidaktik -- "Arzt und Zukunft" - An Example of Entrepreneurship at the Faculty of Medicine at Ludwig-Maximilians University (LMU), Munich -- Ajzen's Theory of Planned Behavior in Entrepreneurship Education Research: An Introduction and Review of Impact Studies -- Intrapreneur: An Entrepreneur within a Company - An Approach on Modeling and Measuring Intrapreneurship Competence -- Part III Summary, Discussion and Reflection -- Becoming an Entrepreneur - Epilog: Summing Up, R ections and Further Questions.

The International Association for the Evaluation of Educational Achievement (IEA), headquartered in the Dutch capital of Amsterdam, was founded in 1959 and has since carried out a number of internationally comparative educational research projects. At the 1994 General Assembly, it was decided to launch a study in the field of political education at school. The IEA had already tackled this topic earlier. However, the end of the Cold War and the resulting democratization processes in different countries made it seem appropriate and desirable to update knowledge about the problems, methods, possibilities and limitations of civic education. The Department of Education of the University of Freiburg was in charge of the participation of Switzerland. A first publication with the results from the first phase of the project appeared in 1999, in the form of a volume based on case studies describing the situation of civic education in 24 countries, i.e. the majority of the 28 participating countries.
The results of these case studies were used to prepare Phase 2, which was empirically oriented. Specifically, it focused on a test to assess the civic knowledge of fourteen-year-olds and a survey of their attitudes and behavior. The sample size was around 3,000 per country (3104 in Switzerland). In total, about 90,000 young people took part in the study in this way, as well as their teachers, who were asked about their goals, methods, difficulties, priorities, etc. The publication with the results of the empirical part provides extensive information about what the young people at the end of the 90s know about the democratic processes and institutions and what they think about it. The results tend to suggest that civic education is more or less the same everywhere. Should we therefore highlight the multiplicity of situations? Certain things seem to be constant across large geographic regions. For example, civic education is too often limited to imparting knowledge from the top down, while the encouragement of critical thinking and political commitment is neglected. At least the teachers seem to thnik this way and also claim to regret this fact. Another common deficit is found in the treatment of economic issues, which leads to political issues being often treat in a abstract context.

The International Association for the Evaluation of Educational Achievement (IEA), headquartered in the Dutch capital of Amsterdam, was founded in 1959 and has since carried out a number of internationally comparative educational research projects. At the 1994 General Assembly, it was decided to launch a study in the field of political education at school. The IEA had already tackled this topic earlier. However, the end of the Cold War and the resulting democratization processes in different countries made it seem appropriate and desirable to update knowledge about the problems, methods, possibilities and limitations of civic education. The Department of Education of the University of Freiburg was in charge of the participation of Switzerland. A first publication with the results from the first phase of the project appeared in 1999, in the form of a volume based on case studies describing the situation of civic education in 24 countries, i.e. the majority of the 28 participating countries.
The results of these case studies were used to prepare Phase 2, which was empirically oriented. Specifically, it focused on a test to assess the civic knowledge of fourteen-year-olds and a survey of their attitudes and behavior. The sample size was around 3,000 per country (3104 in Switzerland). In total, about 90,000 young people took part in the study in this way, as well as their teachers, who were asked about their goals, methods, difficulties, priorities, etc. The publication with the results of the empirical part provides extensive information about what the young people at the end of the 90s know about the democratic processes and institutions and what they think about it. The results tend to suggest that civic education is more or less the same everywhere. Should we therefore highlight the multiplicity of situations? Certain things seem to be constant across large geographic regions. For example, civic education is too often limited to imparting knowledge from the top down, while the encouragement of critical thinking and political commitment is neglected. At least the teachers seem to thnik this way and also claim to regret this fact. Another common deficit is found in the treatment of economic issues, which leads to political issues being often treat in a abstract context.

The International Association for the Evaluation of Educational Achievement (IEA), headquartered in the Dutch capital of Amsterdam, was founded in 1959 and has since carried out a number of internationally comparative educational research projects. At the 1994 General Assembly, it was decided to launch a study in the field of political education at school. The IEA had already tackled this topic earlier. However, the end of the Cold War and the resulting democratization processes in different countries made it seem appropriate and desirable to update knowledge about the problems, methods, possibilities and limitations of civic education. The Department of Education of the University of Freiburg was in charge of the participation of Switzerland. A first publication with the results from the first phase of the project appeared in 1999, in the form of a volume based on case studies describing the situation of civic education in 24 countries, i.e. the majority of the 28 participating countries.
The results of these case studies were used to prepare Phase 2, which was empirically oriented. Specifically, it focused on a test to assess the civic knowledge of fourteen-year-olds and a survey of their attitudes and behavior. The sample size was around 3,000 per country (3104 in Switzerland). In total, about 90,000 young people took part in the study in this way, as well as their teachers, who were asked about their goals, methods, difficulties, priorities, etc. The publication with the results of the empirical part provides extensive information about what the young people at the end of the 90s know about the democratic processes and institutions and what they think about it. The results tend to suggest that civic education is more or less the same everywhere. Should we therefore highlight the multiplicity of situations? Certain things seem to be constant across large geographic regions. For example, civic education is too often limited to imparting knowledge from the top down, while the encouragement of critical thinking and political commitment is neglected. At least the teachers seem to thnik this way and also claim to regret this fact. Another common deficit is found in the treatment of economic issues, which leads to political issues being often treat in a abstract context.

The International Association for the Evaluation of Educational Achievement (IEA), headquartered in the Dutch capital of Amsterdam, was founded in 1959 and has since carried out a number of internationally comparative educational research projects. At the 1994 General Assembly, it was decided to launch a study in the field of political education at school. The IEA had already tackled this topic earlier. However, the end of the Cold War and the resulting democratization processes in different countries made it seem appropriate and desirable to update knowledge about the problems, methods, possibilities and limitations of civic education. The Department of Education of the University of Freiburg was in charge of the participation of Switzerland. A first publication with the results from the first phase of the project appeared in 1999, in the form of a volume based on case studies describing the situation of civic education in 24 countries, i.e. the majority of the 28 participating countries.
The results of these case studies were used to prepare Phase 2, which was empirically oriented. Specifically, it focused on a test to assess the civic knowledge of fourteen-year-olds and a survey of their attitudes and behavior. The sample size was around 3,000 per country (3104 in Switzerland). In total, about 90,000 young people took part in the study in this way, as well as their teachers, who were asked about their goals, methods, difficulties, priorities, etc. The publication with the results of the empirical part provides extensive information about what the young people at the end of the 90s know about the democratic processes and institutions and what they think about it. The results tend to suggest that civic education is more or less the same everywhere. Should we therefore highlight the multiplicity of situations? Certain things seem to be constant across large geographic regions. For example, civic education is too often limited to imparting knowledge from the top down, while the encouragement of critical thinking and political commitment is neglected. At least the teachers seem to thnik this way and also claim to regret this fact. Another common deficit is found in the treatment of economic issues, which leads to political issues being often treat in a abstract context.

The International Association for the Evaluation of Educational Achievement (IEA), headquartered in the Dutch capital of Amsterdam, was founded in 1959 and has since carried out a number of internationally comparative educational research projects. At the 1994 General Assembly, it was decided to launch a study in the field of political education at school. The IEA had already tackled this topic earlier. However, the end of the Cold War and the resulting democratization processes in different countries made it seem appropriate and desirable to update knowledge about the problems, methods, possibilities and limitations of civic education. The Department of Education of the University of Freiburg was in charge of the participation of Switzerland. A first publication with the results from the first phase of the project appeared in 1999, in the form of a volume based on case studies describing the situation of civic education in 24 countries, i.e. the majority of the 28 participating countries.
The results of these case studies were used to prepare Phase 2, which was empirically oriented. Specifically, it focused on a test to assess the civic knowledge of fourteen-year-olds and a survey of their attitudes and behavior. The sample size was around 3,000 per country (3104 in Switzerland). In total, about 90,000 young people took part in the study in this way, as well as their teachers, who were asked about their goals, methods, difficulties, priorities, etc. The publication with the results of the empirical part provides extensive information about what the young people at the end of the 90s know about the democratic processes and institutions and what they think about it. The results tend to suggest that civic education is more or less the same everywhere. Should we therefore highlight the multiplicity of situations? Certain things seem to be constant across large geographic regions. For example, civic education is too often limited to imparting knowledge from the top down, while the encouragement of critical thinking and political commitment is neglected. At least the teachers seem to thnik this way and also claim to regret this fact. Another common deficit is found in the treatment of economic issues, which leads to political issues being often treat in a abstract context.

The Handbook of Moral Motivation offers a contemporary and comprehensive appraisal of the age-old question about motivation to do the good and to prevent the bad. From a research point of view, this question remains open even though we present here a rich collection of new ideas and data. Two sources helped the editors to frame the chapters: first they looked at an overwhelmingly fruitful research tradition on motivation in general (attribution theory, performance theory, self-determination theory, etc. ) in relationship to morality. The second source refers to the tension between moral judgment (feelings, beliefs) and the real moral act in a twofold manner: (a) as a necessary duty, and, (b) as a social but not necessary bond. In addition, the handbook utilizes the latest research from a wide range of disciplinary perspectives, wishing to suggest by this that the answer to the posed question will likely not come from one discipline alone. Furthermore, our hope is that the implicit criticism that the narrowly constructed research approach of the recent past has contributed to closing off rather than opening up interdisciplinary lines of research becomes in this volume a strong counter discourse. The editors and authors of the handbook commend the research contained within in the hope that it will contribute to better understanding of humanity as an inherently moral species

Intro -- Contents -- Part I: Editorial -- Chapter 1: Introduction to the Volume -- How This Book Came to Be … -- Part II: Historical Perspectives of Teacher Ethos -- Chapter 2: Historical Perspective on the Moral Character of Teachers -- Introduction -- The Importance of Teachers' Moral Character -- Philosophical and Historical Perspective -- Theories of Moral Character and Education -- History of Moral Character and Education -- The Social and Behavioral Sciences Research -- Character Education Inquiry -- The Moral Character Study -- The Moral Life of Schools Project -- The Ethical Teacher -- The "Programmatic" Literature -- Building Character in Schools -- The Science of Character Education -- Attending to the Moral Character of Teachers in Teacher Education -- Dispositions and Developing Moral Character in Students -- Dispositions and Improving Pedagogy -- Conclusion -- References -- Chapter 3: Teacher Ethos in Islam and the Pre-Islamic East -- Introduction -- Pythagoras -- Learning from the East -- Pythagoras and Islamic Views on Teacher Ethos -- Teacher Ethos in Islam Today -- Conclusion -- References -- Chapter 4: Overcoming Ethos-ethics in Teacher Education? Ethos-ethics as the Unfulfilled Project of Modern Pedagogy -- Introduction -- Modern Pedagogy's Problematization of Ethos -- Revisiting Rousseau's Emile -- Herbart -- Post-modern Problematization of Ethics -- Walking the Line Between Ethos and Ethics -- Conclusion -- References -- Part III: Reflections on the State of Research on Teacher Ethos -- Chapter 5: Research as a Window on School and Teacher Ethos -- Introduction -- Conceptualizing Ethos for Research -- School Ethos -- Locating School Ethos -- Teacher Ethos -- Constructing Teacher Ethos -- Conclusions Regarding School and Teacher Ethos Using Quantitative Methods.