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Nice Is Not Enough Facilitating Moral Development

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ISBN-10: 0131886517

ISBN-13: 9780131886513

Edition: 2009

Authors: Larry Nucci, Larry P. Nucci

List price: $55.20
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Description:

A supplemental text written on moral development and moral education written to inform educators how they can help facilitate moral and social development in the students in their classrooms. Written by the leading U.S. figure in the field of moral development, Larry Nuccirsquo;s text is the only comprehensive source available for moral education based on social cognitive domain theory written for the education practitioner and teacher education majors.Features practical information for how to integrate the newest research on studentsrsquo; social and moral development into everyday classroom practices for both classroom management and academic instruction; includes the most current information on research on childrenrsquo;s social and moral development; based on social cognitive domain theory, linking new research to classroom practices; Employs a research-based approach to applying developmental psychology to moral education; how to integrate moral education into classroom management and the regular academic curriculum; Contains many examples of actual lessons based on social studies, literacy, the sciences, art, and math for elementary, middle school and high school students.nbsp;Written for teacher practitioners and teacher education majors. nbsp;
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Book details

List price: $55.20
Copyright year: 2009
Publisher: Prentice Hall PTR
Publication date: 8/7/2008
Binding: Paperback
Pages: 216
Size: 7.50" wide x 9.00" long x 0.75" tall
Weight: 0.792
Language: English

Introduction
Moral and Social Development
Defining the Moral Domain
Morality and Social Convention
Research Evidence
Morality and Religious Norms
Findings with Catholics
Findings with Jews and Non-Catholics
Summary of Findings on Morality and Religion
The Personal Domain
The Social Experiential Origins of Children's Morality
Children's Responses to Moral and Conventional Transgressions
Adult Responses to Moral and Social Conventional Transgressions
Social Interactions and the Personal Domain
Summary
Moral Complexity
Domain Overlap
Informational Assumptions
Summary
The Development of Morality, Convention, and the Personal
Age-Related Changes in the Personal Domain
Early Elementary
Middle Elementary
Middle School
High School
Developmental Dynamics Between the Personal and Conventional Domains
The Development of Concepts of Social Convention
Early Elementary (Level I, Grades K-2): Convention as Reflecting Observed Social Regularities
Middle Elementary (Level II, Grades 3-4): Negation of Convention as Empirical Regularity
Middle Elementary (Level III, Grades 5-6): Affirmation of Convention as Authority-Based Rules for Social Order; Early Concrete Conception of Social System
Middle School (Level IV, Grades 6-8): Negation of Convention as Part of a Rule System; Conventions Simply the Dictates of Authority
High School: Affirmation of Convention as Mediated by Social System; Conventions as Constituent Elements of Society
The Development of Concepts of Morality in Childhood and Adolescence
The Development of Distributive Justice/Fairness
The Development of Concepts of Harm and Welfare
Summary of Findings on Moral Development
Development and Cross-Domain Interactions
Summary
Social Life in Schools and Classrooms: Establishing the Foundation for Moral Development
Schools and Classrooms as Moral Institutions: Rules, Norms, and Procedures
Children's Concepts About School Rules
Rules and Morality
Classroom Social Conventions
Teacher Authority and Domain Appropriate Responses to Rule Violations
Summary
Facilitating Moral Development Through School Climate and Developmental Discipline
Establishing a Moral Atmosphere
Moral Development and Emotion
Moral Development and the Social-Emotional Climate
Facilitating Moral and Social Development Through Discipline
Facilitating Moral Development Through Social Problem Solving
Facilitating Social Development Through the Judicious Use of Consequences
Summary
Facilitating Moral Development Through the Academic Curriculum
Using the Academic Curriculum for Moral Development: The Basics
Goals
Basic Principles
Putting This Into Practice
Lesson Formats
Identifying and Categorizing Issues by Domain
Structuring Effective Developmental Discussions
Communicative Discourse: Nine Rules for Having a Good Discussion
Transactive Discussion
Communicative Discourse
Preparing Students to Engage in Productive Discussion
Common Questions for Setting Up Discussions
Summary
Using the Academic Curriculum for Moral and Social Development in the Elementary Grades (K-5)
Morality
The Primary Grades (Kindergarten-Grade 2)
The Middle Elementary Grades (Grade 3-Grade 5)
Social Convention
The Primary Grades (Kindergarten-Grade 2)
The Middle Elementary Grades (Grade 3-Grade 5)
The Personal
The Primary Grades (Kindergarten-Grade 2)
Mixed Domain Issues: Conventional-Moral
Using the Academic Curriculum for Moral and Social Development in Middle School Grades (6-8)
Morality
Social Studies
Mathematics
Social Convention
Social Studies
Personal
Literature/English
Using the Academic Curriculum for Moral and Social Development in High School
Morality
Mathematics
Sciences
Social Convention
Visual Arts
Personal Domain
American Literature
Combining Morality with Convention and the Personal (Fostering Domain Coordination)
American Literature/English
Social Studies: American History
Social Studies: American History
Expanding the Lesson: Service Learning, "Fair Trade"
Closing Thoughts
References
Name Index
Subject Index