Thesis (M. Ed.)--University of Hong Kong, 2004. / Also available in print.

Thesis (M.S.W.)--University of Hong Kong, 1990.

Thesis (Ed.D.)--University of Tulsa, 1986. / Bibliography: leaves 116-135.

The qualitative approach used in this study captured and described ethical conflict experienced by a sample of practicing educational leaders. Narrative inquiry data were collected from 42 former and current doctoral students and additional data were captured through follow-up interviews with selected participants. The major findings of the study suggest that ethical conflict is inherent in the practice of educational leadership. Such conflict is most often experienced in relation to colleagues when the ethics of justice and care collide. Leaders’ ability to mitigate conflict that is often the result of institutional and external factors is promoted by varied background and contextual experiences. Educational leaders also felt that ethics and ethical competence is essential to the role of educational leader and that pre- and in-service preparation is important.

Ethical standards and principals are one of the most significant part of any professional field. Being an applied practice field, the application of ethical codes and conduct is a critical component for school psychologists. There have been numerous research studies on ethical decision making and ethical dilemmas in many applied fields to help update the ethics principles and codes, same is the case for the field of School Psychology (APA, 2017; NASP, 2010). The purpose of this study was to examine school psychologists’ professional characteristics with regards to managing critical incidents that pose potential ethical violations. An additional purpose was to investigate if the school psychologists’ ratings on the categories including experience, violation, harm, and legality would be able to predict the level of difficulty in solving an ethical dilemma. The perceptions of psychologists towards various ethical dilemmas have previously been studied by Pope and colleagues (1987), and the level of complexity of ethical incidents and their solution has been proposed by Bailey and Burch (2016) in a model for behavior analysts. The current study aimed to adapt the Pope and colleagues’ (1987) research study and modify it to apply for the field of school psychology and investigate if the Bailey and Burch (2016) model can be applicable for school psychologists as well. The results of the study indicate that the ratings of school psychologists on the scales of Personal Experience, Ethical Violation, Probability of Harm and Legal Implications was able to predict the Ease of Solution for a given critical incident. In addition, the ratings on the scale of Probability of Harm was significantly able to predict how easy it would be to resolve a particular dilemma for a practitioner in the field of school psychology.

<p>Denna studie har en kvalitativ ansats där observationer och intervjuer ligger till grund för resultatet. Syftet med studien var att undersöka hur lärare arbetar och diskuterar om etik. Jag har använt mig av grundad teori, där teorier framträder ur det insamlade materialet. I analysen har försök gjorts till att identifiera och förstå etiska situationer utifrån lärarnas syn på elever. Lärarnas undervisning har kunnat kopplas till olika människosyner och därigenom tolkat hur de ser på elever och vad de ska lära sig. </p> / <p>This study has a qualitative attempt where the result has been based upon observations and interviews. The purpose of study was to inquire how teachers work with and discuss ethics. I have adopted grounded theory, where the theories appear from the gathered material. In the analysis, attempts have been made to identify and understand these ethical situations from the teachers’ view on students. The teachers’ education has been able to link to different views on mankind and thereby interpreted on how they perceive their students and what they should learn.</p>

Denna studie har en kvalitativ ansats där observationer och intervjuer ligger till grund för resultatet. Syftet med studien var att undersöka hur lärare arbetar och diskuterar om etik. Jag har använt mig av grundad teori, där teorier framträder ur det insamlade materialet. I analysen har försök gjorts till att identifiera och förstå etiska situationer utifrån lärarnas syn på elever. Lärarnas undervisning har kunnat kopplas till olika människosyner och därigenom tolkat hur de ser på elever och vad de ska lära sig. / This study has a qualitative attempt where the result has been based upon observations and interviews. The purpose of study was to inquire how teachers work with and discuss ethics. I have adopted grounded theory, where the theories appear from the gathered material. In the analysis, attempts have been made to identify and understand these ethical situations from the teachers’ view on students. The teachers’ education has been able to link to different views on mankind and thereby interpreted on how they perceive their students and what they should learn.

In my work I have researched the phenomenon of the virtues in education, their importance and their influence on the development of children's character. I inquire into the foundation of The education in the virtues, from the philosophical principles and traditions, what was based on and what it is based on nowadays. I study the manner of it's anchoring in the Framework of Education Programme for Elementary Education and I am interested in educational institutions and subjects in the Czech Republic which deal with this field. I state these educational institutions and subjects, which have education in virtues included as an integrated educational program. Many of these institutions have found inspiration from abroad, that's why I include findings from foreign countries. KEYWORDS Virtues, self development, ethics, education, values, family, school

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-01-22T11:32:46Z No. of bitstreams: 1 Tiago Souza Machado Casado.pdf: 2452175 bytes, checksum: dc6fc0324f9d394d536e92d6a50d8985 (MD5) / Made available in DSpace on 2018-01-22T11:32:47Z (GMT). No. of bitstreams: 1 Tiago Souza Machado Casado.pdf: 2452175 bytes, checksum: dc6fc0324f9d394d536e92d6a50d8985 (MD5) Previous issue date: 2017-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to present foundations and perspectives to the teaching of ethics in high school, and reveals its relevance in the context of contemporary capitalism as a critical alternative to the hegemonic condition of half education (Halbbildung) in the school curriculum. From a historical and critical perspective, there is a relationship between ethics, education, and training (Bildung), especially in its modern formulation, when ethics training (Bildung) is founded on the principles of freedom, autonomy, and duty. A crisis of modernity and reason and its subsequent developments that led to an impairment in education (processed in half) must be acknowledged. As a key to critical reading, the contemporary philosophical assumptions that problematize education from its ethical content and historical conditions in which it occurs - according to the Critical Theory and, especially, Theodor Adorno - must be considered. From this point of view, the complex relationships of the contemporary world generated by environmental, economic, and social determinations fostered in the 20th century and how these affected work, social life, curriculum, and school are delineated. As an object of research, the pilot project of SESI Nacional in partnership with UNESCO entitled "Ethics in school: for life and work," was developed at the Djalma Pessoa School in Salvador - BA, between 2013 and 2015. This study comprised analyses of curriculum references, didactic materials, and particularly, talks and perceptions of the subjects involved, which were obtained from in loco focused interviews, collected in the school environment. Finally, the thesis presents formative perspectives based on teaching ethics in the school curriculum and its relevance as a critical alternative to the current conditions of half education, and as a possibility of developing autonomy and elucidating problems, limits, and conflicts that act in the force field of society and school / Esta pesquisa tem como objetivo apresentar fundamentos e perspectivas para o ensino de ética no Ensino Médio, bem como expor sua relevância no contexto do capitalismo contemporâneo como alternativa crítica à condição hegemônica de semiformação (Halbbildung) no currículo escolar. Por uma perspectiva histórico-crítica, apresenta-se as relações entre ética, educação e formação, principalmente em sua formulação na modernidade, quando a formação ética funda-se nos princípios de liberdade, autonomia e dever. Frente ao reconhecimento da crise da modernidade e da razão e seus consequentes desdobramentos que conduziram ao impedimento à formação (transformada em semiformação), considera-se, como chave de leitura crítica, os pressupostos filosóficos contemporâneos que problematizam a formação a partir de seu conteúdo ético e nas condições históricas em que se realiza – conforme leitura da Teoria Crítica e, em especial, de Theodor Adorno. Nessa perspectiva, discutese as relações complexas do mundo contemporâneo geradas pelas determinações ambientais, econômicas e sociais suscitadas no século XX e como estas afetaram o mundo do trabalho, a vida social, o currículo e a escola. Apresenta-se como objeto de pesquisa de campo o projeto piloto do SESI Nacional em parceria com a Unesco intitulado “Ética na escola: para a vida e o trabalho”, desenvolvido na Escola “Djalma Pessoa”, em Salvador- BA, entre os anos de 2013 e 2015. A pesquisa consiste em análise de referenciais curriculares, materiais didáticos e, principalmente, das falas e percepções dos sujeitos envolvidos mediante entrevistas focalizadas obtidas por participação in loco no espaço escolar. Por fim, a tese apresenta perspectivas formativas a partir do ensino de ética no currículo escolar e sua relevância como alternativa crítica às condições atuais de semiformação e como possibilidade de construção da autonomia, elucidando problemas, limites e tensões que atuam no campo de forças da sociedade e da escola

Wirtschaftsuniv., Diss.--Wien, 2004.