rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: effect of teaching style on the development of moral judgment in prison inmates
  name:
    name part: Wiley, Linda Joan.
    role:
      role term: creator
  name:
    name part: Barker, Donald G.
    role:
      role term: degree committee member.
  name:
    name part: Hawkins, Harold L.
    role:
      role term: degree committee member.
  name:
    name part: Seaman, Don F.
    role:
      role term: degree committee member.
  name:
    name part: Stone, Barbara
    role:
      role term: degree supervisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1986
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: ix, 75 leaves : illustrations ; 29 cm
  abstract: The responsibilities of correctional education must extend beyond the cognitive domain of reach into the affective domain as well, specifically the realm of moral reasoning, if offenders are to be successfully reintegrated into society. However, adding a moral education component to the curriculum can be costly and ineffective. The purpose of this study was to determine if teaching style alone, independent of a moral education curriculum, can produce significant growth in moral development. Teachers were selected from the Windham School System, which serves the Texas Department of Corrections. The inmate sample was comprised of students in those teachers' classes. Teaching style was determined by response to the Principles of Adult Learning Scale (PALS), which measures inclination toward a pedagogical or andragogical teaching style. Students in the selected classes were given the Ethical Reasoning Inventory, which measures moral development according to Kohlberg's stages, in a pretest/posttest format. The interval between tests was set at 14 weeks. Certain demographics of the inmates were also included in order to determine the effect of these factors on moral development and to compare this effect to existing research. Frequency distributions of PALS scores and demographics were tabulated to establish categories for statistical analysis. Analysis of covariance was used to determine the effect of teaching style and demographic factors on moral development, using pretest scores as a covariate. Analysis of the data indicated that an andragogical teaching style does promote the development of moral judgment in prison inmates. No demographic factor produced significant results. This information can be used to provide an alternative to moral education programs. Through inservice training teachers can be encouraged to adapt a more learner-centered approach to teaching as a method for promoting moral growth.
  note: Typescript (photocopy).
  note: Vita.
  note: Ph. D. in Adult and Extension Education Texas A & M University 1986
  note: Includes bibliographical references (leaves 61-67).
  subject:
    geographic code: n-us-tx
  subject:
    topic: Criminals
    topic: Rehabilitation
    geographic: Texas
  subject:
    topic: Moral education
  subject:
    topic: Prisoners
    topic: Education
    geographic: Texas
  subject:
    topic: Major adult and extension education
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-24828
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-24828
  record info:
    record content source: TXA
    record creation date: 880620
    record change date: 20220104090742.0
    record identifier: in00000016858
    language of cataloging:
      language term: eng