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Full-Text Articles in Education
Therapy With Muslim Couples And Families: Basic Guidelines For Effective Practice, Paul R. Springer, Douglas A. Abbott, Allison M. J. Reisbig
Therapy With Muslim Couples And Families: Basic Guidelines For Effective Practice, Paul R. Springer, Douglas A. Abbott, Allison M. J. Reisbig
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Despite the growing numbers of Muslims in the United States, there is a scarcity of research dealing with mental health practitioners working with Muslim families. This lack of research may leave clinicians unprepared to adequately help Muslim patients and families faced with discrimination and misunderstanding, which may inadvertently lead to the perpetuation of biases in therapy. Therefore, the purpose of this paper is (a) to provide mental health practitioners with foundational information regarding the Islamic faith and the values of the traditional Muslim families and (b) to provide culturally sensitive guidelines for clinical practice.
Professional Development To Support Parent Engagement: A Case Study Of Early Childhood Practitioners, Jill R. Brown, Lisa L. Knoche, Carolyn P. Edwards, Susan M. Sheridan Dr.
Professional Development To Support Parent Engagement: A Case Study Of Early Childhood Practitioners, Jill R. Brown, Lisa L. Knoche, Carolyn P. Edwards, Susan M. Sheridan Dr.
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
Research Findings: This qualitative case study describes early childhood practitioners’ (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children’s learning and development. A total of 28 ECPs participated in this study over 2 assessment periods across 2 academic years; 12 ECPs were interviewed twice, for a total of 40 interviews conducted and analyzed. Practitioners worked within the context of Early Head Start, Head Start, and Student Parent Programs in local high schools, …
Professional Development In Early Childhood Programs: Process Issues And Research Needs, Susan M. Sheridan, Carolyn P. Edwards, Christine A. Marvin, Lisa L. Knoche
Professional Development In Early Childhood Programs: Process Issues And Research Needs, Susan M. Sheridan, Carolyn P. Edwards, Christine A. Marvin, Lisa L. Knoche
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
In light of the current policy context, early childhood educators are being asked to have a complex understanding of child development and early education issues and provide rich, meaningful educational experiences for all children and families in their care. Accountability for outcomes is high, and resources for professional support are limited. Therefore, the early education field needs well-conducted empirical studies on which to base professional development practices. In this article, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional …
Preconventional Morality, Maria Rosario T. De Guzman
Preconventional Morality, Maria Rosario T. De Guzman
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
preconventional morality
n. In Kohlberg's theory of moral development, this is the first and lowest level of reasoning, characterized by egocentric concerns and a focus on concrete consequences of actions. Two stages compose this level of moral reasoning. In stage 1, obedience/ punishment orientation, children base their moral judgments on avoidance of physical punishment and unquestioning obedience to authority figures, particularly because of their ability to mete out physical punishment. In stage 2, individualism and exchange, also called instrumental relativism, children begin to understand that people hold multiple perspectives but judge morality of actions in terms of the practical …
Postconventional Morality, Maria Rosario De Guzman
Postconventional Morality, Maria Rosario De Guzman
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
postconventional morality
n. In Kohlberg's theory of moral development, this is the third and highest level of reasoning, characterized by a reliance on autonomous moral principles. Two stages compose this level of moral reasoning. In stage 5, social contract orientation, individuals base their moral judgments on the degree to which actions promote commonly agreed upon laws and rules. Unlike in earlier stages, rules are not obeyed simply to avoid punishment (stage 1) or to obey authority for authority's sake blindly (stage 4), but because they represent social contracts agreed upon by the larger society and are based on principles …
Conventional Morality, Maria Rosario De Guzman
Conventional Morality, Maria Rosario De Guzman
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
conventional morality
n. In Kohlberg's theory of moral development, this is the second level of moral reasoning, characterized by an awareness and focus on societal laws, norms, and rules. Two stages comprise this level of moral reasoning. In stage 3, good-boy-good-girl orientation, individuals judge behaviors on the basis of how closely actions conform to accepted norms of behavior, and what is considered appropriate or is approved of by others. In stage 4, authority orientation, individuals judge actions on the basis of their adherence to authority and rules, and insofar as they main- tain the social order or fulfill obligations. …
Review Of Forming Ethical Identities In Early Childhood Play By Brian Edmiston, Tonia Renee Durden, Julie Rainer Dangel
Review Of Forming Ethical Identities In Early Childhood Play By Brian Edmiston, Tonia Renee Durden, Julie Rainer Dangel
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
What do parents and educators do when a child pretends to be a roaring T. Rex who devours his victims or becomes a dragon that burns fields and houses? Does allowing young children to engage in violence during pretend play negatively influence their moral and ethical development? In Edmiston’s book Forming ethical identities in early childhood play (2008), he boldly addresses this question using both experiential as well as scholarly evidence to support his proposition that children can develop an ethical identity through violent or what he describes as mythical adult–child play. The foundation of his proposition stems from a …