Kathryn P Scott
Biographic Data
| ID | 2140957 |
|---|---|
| NAME | Kathryn P Scott |
| GIVEN NAMES | Kathryn P |
| FAMILY NAME | Scott |
| SIGNATURE | SCOTT K P |
| AFFILIATIONS | Florida State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1987 |
| H-INDEX | 1 |
Missing Developmental Perspectives in Moral Education
Three developmental perspectives complementary to Kohlberg's cognitive theory of moral development are addressed: (a) further delineations in the stage development of young children, (b) content that includes caring and responsibility for others, and (c) links to moral behavior. The work of Damon, Selman, Gilligan, and research on prosocial education is explained in light of their contributions to a more comprehensive view of moral development. I…
Effects of Sex-Fair Reading Materials on Pupils' Attitudes, Comprehension, and Interest
This study was conducted to address gaps in the research on gender characteristics of reading materials. Pupils in grades 4, 7, and 11 read four narratives, one for each of four sex role conditions: traditional female, nontraditional female, traditional male, nontraditional male. After reading nontraditional narratives, pupils at all grades were more likely to think both females and males should and could do the activity of the main character tha…
Effects of Sex-Fair Reading Materials on Pupils’ Attitudes, Comprehension, and Interest
This study was conducted to address gaps in the research on gender characteristics of reading materials. Pupils in grades 4, 7, and 11 read four narratives, one for each of four sex role conditions: traditional female, nontraditional female, traditional male, nontraditional male. After reading nontraditional narratives, pupils at all grades were more likely to think both females and males should and could do the activity of the main character tha…
Learning sex-equitable social skills
principles of justice and the need for caring relationships with others. In order to foster moral development in a sex-equitable way we need a broad conceptualization of the process of moral
Whatever happened to jane and dick? Sexism in texts reexamined
Differences in the portrayal of females and males in children's reading material have been documented in studies for more than a decade. The under-representation of females as main characters or in careers outside the home in comparison to their representation in reality is a frequent finding in these studies. When portrayed, girls and women are seen in a limited number of familial and societal roles often reflecting a stereotypic definition of a…
Perceptions of communication competence
Whatever happened to jane and dick? Sexism in texts reexamined
Differences in the portrayal of females and males in children's reading material have been documented in studies for more than a decade. The under-representation of females as main characters or in careers outside the home in comparison to their representation in reality is a frequent finding in these studies. When portrayed, girls and women are seen in a limited number of familial and societal roles often reflecting a stereotypic definition of a…
Missing Developmental Perspectives in Moral Education
Three developmental perspectives complementary to Kohlberg's cognitive theory of moral development are addressed: (a) further delineations in the stage development of young children, (b) content that includes caring and responsibility for others, and (c) links to moral behavior. The work of Damon, Selman, Gilligan, and research on prosocial education is explained in light of their contributions to a more comprehensive view of moral development. I…
Effects of Sex-Fair Reading Materials on Pupils’ Attitudes, Comprehension, and Interest
This study was conducted to address gaps in the research on gender characteristics of reading materials. Pupils in grades 4, 7, and 11 read four narratives, one for each of four sex role conditions: traditional female, nontraditional female, traditional male, nontraditional male. After reading nontraditional narratives, pupils at all grades were more likely to think both females and males should and could do the activity of the main character tha…
Perceptions of communication competence
Whatever happened to jane and dick? Sexism in texts reexamined
Differences in the portrayal of females and males in children's reading material have been documented in studies for more than a decade. The under-representation of females as main characters or in careers outside the home in comparison to their representation in reality is a frequent finding in these studies. When portrayed, girls and women are seen in a limited number of familial and societal roles often reflecting a stereotypic definition of a…
Effects of Sex-Fair Reading Materials on Pupils' Attitudes, Comprehension, and Interest
This study was conducted to address gaps in the research on gender characteristics of reading materials. Pupils in grades 4, 7, and 11 read four narratives, one for each of four sex role conditions: traditional female, nontraditional female, traditional male, nontraditional male. After reading nontraditional narratives, pupils at all grades were more likely to think both females and males should and could do the activity of the main character tha…
Effects of Sex-Fair Reading Materials on Pupils’ Attitudes, Comprehension, and Interest
This study was conducted to address gaps in the research on gender characteristics of reading materials. Pupils in grades 4, 7, and 11 read four narratives, one for each of four sex role conditions: traditional female, nontraditional female, traditional male, nontraditional male. After reading nontraditional narratives, pupils at all grades were more likely to think both females and males should and could do the activity of the main character tha…
Learning sex-equitable social skills
principles of justice and the need for caring relationships with others. In order to foster moral development in a sex-equitable way we need a broad conceptualization of the process of moral
Missing Developmental Perspectives in Moral Education
Three developmental perspectives complementary to Kohlberg's cognitive theory of moral development are addressed: (a) further delineations in the stage development of young children, (b) content that includes caring and responsibility for others, and (c) links to moral behavior. The work of Damon, Selman, Gilligan, and research on prosocial education is explained in light of their contributions to a more comprehensive view of moral development. I…
Psychology (6 works) · Developmental psychology (4 works) · Gender Studies in Language (4 works) · Social Psychology (4 works) · Gender Roles and Identity Studies (3 works) · Linguistics (3 works) · Pedagogy (3 works) · Reading (process (3 works) · Social Psychology (3 works) · Comprehension (2 works)