School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education

Robert White (Corresponding Author), Tae Seob Shin

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
9 Downloads (Pure)

Abstract

The issue of inclusive practice, particularly as it pertains to how school staff address antisocial behavior to improve learning and life outcomes for children has become a primary topic of discussion among educational stakeholders. Within an action research framework, this investigation used a mixed-method multiple case study approach to investigate what impact character education has on school climate and pupil behavior within five primary schools in England. Data were collected using interviews, observations, and archived records. All data-sets suggest that a multicomponent socioculturally inspired program can have positive effects on teacher talk, student on-task behavior, and decrease disruptive incidences during class and office referrals for antisocial behavior. Moreover, according to participant reports, the findings indicate that there is a positive effect on the school’s ability to meet the social, emotional, and cognitive needs of pupils within a multicultural setting following the implementation of a whole-school character education program.
Original languageEnglish
Pages (from-to)213-229
Number of pages17
JournalMulticultural Education Review
Volume8
Issue number4
Early online date12 Oct 2016
DOIs
Publication statusPublished - Oct 2016

Keywords

  • Inclusive Practice
  • Character Education
  • Sociocultural
  • Prosocial Development
  • Antisocial Behavior

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