東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Perspective Writing: An English Lang...

Fricke, Vicki K.

FindBook

Google Book

Amazon

博客來

Perspective Writing: An English Language Arts Strategy for Building Empathy and Prosocial Helping Behaviors in Middle Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perspective Writing: An English Language Arts Strategy for Building Empathy and Prosocial Helping Behaviors in Middle Schools./
作者:	Fricke, Vicki K.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	350 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
Contained By:	Dissertations Abstracts International80-01A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10828233
ISBN:	9780438128262

Perspective Writing: An English Language Arts Strategy for Building Empathy and Prosocial Helping Behaviors in Middle Schools.
Fricke, Vicki K.

Perspective Writing: An English Language Arts Strategy for Building Empathy and Prosocial Helping Behaviors in Middle Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 350 p.

Source: Dissertations Abstracts International, Volume: 80-01, Section: A.

Thesis (Ph.D.)--Saint Louis University, 2018.

This item must not be sold to any third party vendors.

Six English Language Arts (ELA) teachers and 179 of their seventh-grade students participated in this research study that examined relationships between first-person perspective writing, episodic simulation, empathy, prosocial helping behaviors, and self-compassion in middle school aged children. Through a two-group experimental design using matched-comparison, teachers and their students were placed into either a control group or an experimental group. Students in the experimental group participated in a curriculum module that included reading two fictional stories and completing two first-person perspective writing tasks along with prompts and activities aimed at increasing episodic simulation and narrative transportation. Participants in the control group were asked to continue their general ELA curriculum that used fictional short stories but without perspective writing tasks. Empathy, helping behaviors, and self-compassion were assessed through student self-report scales. To measure level of episodic simulation during perspective writing tasks, this study also examined the construct validity of a new measure and its potential use within future educational research. The intervention curriculum for perspective writing did not result in a significant change by the end of the two- to four-week implementation period for any of the dependent variables associated with empathy, concern for others, or willingness to intervene in bullying scenarios. However, students scoring high in episodic simulation during perspective writing showed a strong positive association in their willingness to intervene within bullying scenarios. Other group differences included: 1) intervention group participants with low baseline self-compassion showed a significant difference in their total empathy when compared to participants with medium or high baseline self-compassion, and 2) participants with low baseline concern for others in both the intervention and control groups showed a significant increase in their willingness to intervene in bullying situations. This study adds to our understanding of the relationships between perspective-taking activities and empathy, prosocial helping behaviors, and self-compassion. It also adds to our knowledge of how educational research is conducted within general education classrooms and further advances the pedagogical decision-making process involved in evidence-based instruction.

ISBN: 9780438128262Subjects--Topical Terms:

532624
Language arts.

Perspective Writing: An English Language Arts Strategy for Building Empathy and Prosocial Helping Behaviors in Middle Schools.
LDR:03585nmm a2200337 4500 001 2209853
005 20191104074101.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438128262
035 $a (MiAaPQ)AAI10828233
035 $a (MiAaPQ)slu:12018
035 $a AAI10828233
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fricke, Vicki K. $3 3436971
245 1 0 $a Perspective Writing: An English Language Arts Strategy for Building Empathy and Prosocial Helping Behaviors in Middle Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 350 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Murdick, Nikki.
502 $a Thesis (Ph.D.)--Saint Louis University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Six English Language Arts (ELA) teachers and 179 of their seventh-grade students participated in this research study that examined relationships between first-person perspective writing, episodic simulation, empathy, prosocial helping behaviors, and self-compassion in middle school aged children. Through a two-group experimental design using matched-comparison, teachers and their students were placed into either a control group or an experimental group. Students in the experimental group participated in a curriculum module that included reading two fictional stories and completing two first-person perspective writing tasks along with prompts and activities aimed at increasing episodic simulation and narrative transportation. Participants in the control group were asked to continue their general ELA curriculum that used fictional short stories but without perspective writing tasks. Empathy, helping behaviors, and self-compassion were assessed through student self-report scales. To measure level of episodic simulation during perspective writing tasks, this study also examined the construct validity of a new measure and its potential use within future educational research. The intervention curriculum for perspective writing did not result in a significant change by the end of the two- to four-week implementation period for any of the dependent variables associated with empathy, concern for others, or willingness to intervene in bullying scenarios. However, students scoring high in episodic simulation during perspective writing showed a strong positive association in their willingness to intervene within bullying scenarios. Other group differences included: 1) intervention group participants with low baseline self-compassion showed a significant difference in their total empathy when compared to participants with medium or high baseline self-compassion, and 2) participants with low baseline concern for others in both the intervention and control groups showed a significant increase in their willingness to intervene in bullying situations. This study adds to our understanding of the relationships between perspective-taking activities and empathy, prosocial helping behaviors, and self-compassion. It also adds to our knowledge of how educational research is conducted within general education classrooms and further advances the pedagogical decision-making process involved in evidence-based instruction.
590 $a School code: 0193.
650 4 $a Language arts. $3 532624
650 4 $a Curriculum development. $3 684418
650 4 $a Middle school education. $3 969762
690 $a 0279
690 $a 0450
690 $a 0727
710 2 $a Saint Louis University. $b Educational Studies. $3 1673454
773 0 $t Dissertations Abstracts International $g 80-01A.
790 $a 0193
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10828233