ERIC Number: EJ1083890
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 127
Exploring Prosocial Behavior through Structured Philosophical Dialogue: A Quantitative Evaluation
Glina, Monica B.
Democracy & Education, v23 n2 Article 5 2015
The problem of bullying in schools cannot be overstated. Researchers have examined the problem of bullying in schools from a variety of perspectives and have found that bullying has serious short-and long-term effects not just for the victim but for the bully as well. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. This study uses three quantitative measures to examine the impact that an instructional method steeped in the dynamics of dialogical inquiry has on students' attitudes and beliefs about aggression.
Descriptors: Bullying, Prosocial Behavior, Victims, Aggression, Statistical Analysis, Teaching Methods, Student Attitudes, Intervention, Outcomes of Education, Dialogs (Language), Philosophy, Gender Differences, Empathy, Measures (Individuals), Grade 4, Elementary School Students, Sociometric Techniques, Scoring
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: email@example.com; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Authoring Institution: N/A
Identifiers - Location: New Jersey