UniSA Open Journal System (Univ. of South Australia)
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The role of integrity in higher education
No full textThis paper argues that virtue ethics, as prominently expressed in the philosophy of Aristotle, has a crucial role in education in general and higher education in particular. Virtue ethics, which initially emerged as a rival account to deontology and consequentialism, developed from dissatisfaction with the notions of duty and obligation and their central roles in understanding morality. It also grew out of an objection to the use of rigid moral rules and principles and their application to diverse and different moral situations. Virtue ethics is character-based. The article specifically focuses on the centrality of the virtue of integrity among teachers nd students in higher education. It therefore proposes shifting our attention from the ethical principles, rules, duties or obligations to virtues and character in promoting ethical behaviour
Implementing a Child Protection Curriculum: Lessons from a South Australian Trial
No full textIn 2004–5, the South Australian Department of Education and Children’s Services (DECS) revised its child protection curriculum by producing new draft materials and having them trialled by teachers in a small number of schools. The trial was conducted to establish the quality of the draft curriculum and to identify the support processes used by schools to help teachers implement the new curriculum. The study confirmed that the curriculum materials were of good quality and generally helpful to teachers planning to teach child protection. It also revealed that school leaders and teachers used a range of sophisticated micropolitical strategies to address several key issues and dilemmas that emerged from the trial. These strategies included establishing the moral purpose of the child protection curriculum, reducing teacher isolation by building collaborative coalitions, integrating the curriculum with other school initiatives, and dealing with resistance to the curriculum. Knowledge gained from the study will inform other schools wishing to use the materials (launched this year as Keeping Safe (DECS, 2008)) to support the teaching of child protection strategies
Siblings as an Untapped Literacy Resource for Boys?
No full textForty-four inner-city, second grade, Canadian children participated in individual interviews about home reading practices. Qualitative findings showed that many children were not read to by adults in their homes and that many children did not read to others in their homes. Unexpected findings demonstrated that these environments were more common for boys than for girls. Furthermore, boys showed twice the prevalence of literacy interactions with siblings as did girls. The findings are examined with a systems ecological view and suggest sibling relationships as potential resiliency mechanisms for addressing boys’ underachievement in reading and school
Kinder/caring: Exploring the Use and Effects of Sociodrama in a Kindergarten Classroom
No full textThis a/r/tographic inquiry explores how Senior Kindergarten students experience sociodramatic activities based upon the work of Moreno (1943) and Boal (1985, 1995, 1998, 2002, 2006). Through explorations in sociodrama, eleven students (six males and five females) from one Senior Kindergarten classroom were encouraged to create and reflect upon common social issues and concerns as a classroom community through warm-ups, sociodramatic activities, and oral group reflections. By the conclusion of the twelfth workshop, students demonstrated an ability to successfully participate in the sociodramatic process including the exploration and reflection of issues of personal and collective importance
Using self and peer assessment for professional and team skill development: do well functioning teams experience all the benefits?
No full textEngaging students in reflective practice through a process of formative peer review and peer assessment
No full text
The role of critical thinking in academic dishonesty policies
No full textColleges and universities have adopted two main strategies for addressing academic dishonesty: the behavior modification strategy and the character development strategy. Both of these strategies are often lacking one important component: teaching students to think critically about values. This paper explores the importance of integrating critical thinking into academic dishonesty policies
