Loading...
School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education
White, Robert Shin, Tae Seob
White, Robert
Shin, Tae Seob
Citations
Altmetric:
Authors
Editors
Other contributors
Affiliation
Epub Date
Issue Date
2016-10-12
Submitted date
Files
Alternative
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.
Citation
White, R. & Shin, T. S. (2016) School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education, Multicultural Education Review, 8:4, 213-229, DOI: 10.1080/2005615X.2016.1237418
Publisher
Journal
Research Unit
PubMed ID
PubMed Central ID
Embedded videos
Additional Links
Type
Journal article
Language
en
Description
This is an accepted manuscript of an article published by Taylor & Francis in Multicultural Education Review on 12/10/2016, available online: https://doi.org/10.1080/2005615X.2016.1237418
The accepted version of the publication may differ from the final published version.
Series/Report no.
ISSN
2005-615X