TY - JOUR
T1 - School-wide mediated prosocial development
T2 - Applying a sociocultural understanding to inclusive practice and character education
AU - White, Robert
AU - Shin, Tae Seob
N1 - Publisher Copyright:
© 2016 Korean Association for Multicultural Education.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - 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.
AB - 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.
KW - antisocial behavior
KW - character education
KW - inclusive practice
KW - prosocial development
KW - sociocultural
UR - http://www.scopus.com/inward/record.url?scp=84991031528&partnerID=8YFLogxK
U2 - 10.1080/2005615X.2016.1237418
DO - 10.1080/2005615X.2016.1237418
M3 - Article
AN - SCOPUS:84991031528
SN - 2005-615X
VL - 8
SP - 213
EP - 229
JO - Multicultural Education Review
JF - Multicultural Education Review
IS - 4
ER -