{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/979"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/979","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"The moral education curriculum and policy in Chinese junior high schools: changes and challenges","abstract":"The purpose of this study was to examine China's moral education curriculum objectives; moral education effectiveness from the perspective of moral educators; the role of changing social context on moral education; a comparison of the effectiveness of moral education in rural and urban school districts; and their implications for moral education policy change in contemporary China. Quantitative data were collected from 25 Chinese middle schools to explore the effectiveness of moral education in Chinese middle schools. A content analysis of the moral education textbooks and instructional materials was conducted. The domain theory approach proposed by Turiel was adopted to analyze the existing problems of moral education in China. The results indicated that participants' experience had a significant effect on their view of the moral curriculum and teaching methods. The results also indicate that both experienced and veteran educators are more likely to believe that students respond positively to the current moral instruction than are inexperienced moral educators. The study did not find the role of participants' location to have any significant effect on their perception of the moral curriculum and teaching methods. Recommendations for future research include utilizing more mixed-method approaches. Further research should be undertaken concerning the effects of the changing social context for the implementation of the curriculum and teaching methods. In addition, further research is needed to determine the factors that influence the perception moral educators, especially when related to their experience and location.","abstract_html":"The purpose of this study was to examine China's moral education curriculum objectives; moral education effectiveness from the perspective of moral educators; the role of changing social context on moral education; a comparison of the effectiveness of moral education in rural and urban school districts; and their implications for moral education policy change in contemporary China. Quantitative data were collected from 25 Chinese middle schools to explore the effectiveness of moral education in Chinese middle schools. A content analysis of the moral education textbooks and instructional materials was conducted. The domain theory approach proposed by Turiel was adopted to analyze the existing problems of moral education in China. The results indicated that participants' experience had a significant effect on their view of the moral curriculum and teaching methods. The results also indicate that both experienced and veteran educators are more likely to believe that students respond positively to the current moral instruction than are inexperienced moral educators. The study did not find the role of participants' location to have any significant effect on their perception of the moral curriculum and teaching methods. Recommendations for future research include utilizing more mixed-method approaches. Further research should be undertaken concerning the effects of the changing social context for the implementation of the curriculum and teaching methods. In addition, further research is needed to determine the factors that influence the perception moral educators, especially when related to their experience and location.","abstract_has_math":false,"creators":["Hu, Guangyuan"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Tarter, Clemens John","Giesen, Judy L.","Erevelles, Nirmala","Thoma, Stephen"],"advisors":["Tomlinson, Stephen"],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010","date_published":"2010","updated_at":"2026-07-27T18:44:25Z","subjects":["Educational leadership"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0000474","HU_alatus_0004D_10591"],"render_values":[{"text":"u0015_0000001_0000474","href":null,"code":true},{"text":"HU_alatus_0004D_10591","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/979","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tarter, Clemens John","Giesen, Judy L.","Erevelles, Nirmala","Thoma, Stephen"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Tomlinson, Stephen"]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Hu, Guangyuan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-01T14:37:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-01T14:37:09Z"]},{"key":"dc:date.issued","label":"Date","values":["2010"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0000474","HU_alatus_0004D_10591"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/979"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine China's moral education curriculum objectives; moral education effectiveness from the perspective of moral educators; the role of changing social context on moral education; a comparison of the effectiveness of moral education in rural and urban school districts; and their implications for moral education policy change in contemporary China. Quantitative data were collected from 25 Chinese middle schools to explore the effectiveness of moral education in Chinese middle schools. A content analysis of the moral education textbooks and instructional materials was conducted. The domain theory approach proposed by Turiel was adopted to analyze the existing problems of moral education in China. The results indicated that participants' experience had a significant effect on their view of the moral curriculum and teaching methods. The results also indicate that both experienced and veteran educators are more likely to believe that students respond positively to the current moral instruction than are inexperienced moral educators. The study did not find the role of participants' location to have any significant effect on their perception of the moral curriculum and teaching methods. Recommendations for future research include utilizing more mixed-method approaches. Further research should be undertaken concerning the effects of the changing social context for the implementation of the curriculum and teaching methods. In addition, further research is needed to determine the factors that influence the perception moral educators, especially when related to their experience and location."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The moral education curriculum and policy in Chinese junior high schools: changes and challenges"]}]}],"canonical_facts":{"dc:contributor":["Tarter, Clemens John","Giesen, Judy L.","Erevelles, Nirmala","Thoma, Stephen"],"dc:contributor.advisor":["Tomlinson, Stephen"],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Hu, Guangyuan"],"dc:date.accessioned":["2017-03-01T14:37:09Z"],"dc:date.available":["2017-03-01T14:37:09Z"],"dc:date.issued":["2010"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["The purpose of this study was to examine China's moral education curriculum objectives; moral education effectiveness from the perspective of moral educators; the role of changing social context on moral education; a comparison of the effectiveness of moral education in rural and urban school districts; and their implications for moral education policy change in contemporary China. Quantitative data were collected from 25 Chinese middle schools to explore the effectiveness of moral education in Chinese middle schools. A content analysis of the moral education textbooks and instructional materials was conducted. The domain theory approach proposed by Turiel was adopted to analyze the existing problems of moral education in China. The results indicated that participants' experience had a significant effect on their view of the moral curriculum and teaching methods. The results also indicate that both experienced and veteran educators are more likely to believe that students respond positively to the current moral instruction than are inexperienced moral educators. The study did not find the role of participants' location to have any significant effect on their perception of the moral curriculum and teaching methods. Recommendations for future research include utilizing more mixed-method approaches. Further research should be undertaken concerning the effects of the changing social context for the implementation of the curriculum and teaching methods. In addition, further research is needed to determine the factors that influence the perception moral educators, especially when related to their experience and location."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["u0015_0000001_0000474","HU_alatus_0004D_10591"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/979"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Educational leadership"],"dc:title":["The moral education curriculum and policy in Chinese junior high schools: changes and challenges"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:25Z"}