Metacognition and moral reasoning in the conflict positive classroom.

@mastersthesis{heydenberk2002,
  title = {Metacognition and moral reasoning in the conflict positive classroom.},
  author = {Heydenberk, Roberta},
  year = {2002},
  abstract = {The purpose of this study was to determine whether conflict resolution skill development over the period of one school year of training increases students' use of metacognitive strategies and moral reasoning. This investigation was conducted over a four-year period in a low income elementary school in the Philadelphia School District and in two elementary schools in a suburban low income school district in lower Bucks County. Sample subjects were fourth and fifth grade students. Each of the student samples (10 treatment; eight comparison) were reported as group means. The pretest and posttest measures from all treatment and comparison classrooms were pooled and assessed for significant pretest to posttest differences using a one tailed t-test with an alpha level of .05 (Group I). Because significant pretest differences were found between groups for year three in Bucks County, the same analysis was conducted with the eight treatment and six comparison classrooms that showed no significant pretest differences (Group II). In these school settings, treatment group teachers were trained in conflict resolution strategies, and the treatment classes were monitored throughout the duration of the study to ensure classroom implementation of skills learned during training.;The following hypotheses were examined: Hypothesis I. Conflict resolution skill development will positively affect use of metacognitive strategies. Hypothesis II. Conflict resolution skill development will positively affect students' moral reasoning.;The Student Attitudes About Conflict standardized scale was administered to treatment and comparison groups to confirm program implementation. Differences between treatment and comparison groups on a one tailed t-test affirmed training effectiveness for the treatment groups at the alpha level of .05. One tailed t-tests with an alpha level of .05 established that treatment group students demonstrated significant improvement in both areas of investigation, metacognitive skills and in moral reasoning. Both research hypotheses were accepted. Consequently, the veracity of integrating conflict resolution into classrooms was affirmed.},
  language = {English},
}