A case study of an affective education course in Taiwan |
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Authors: | Chin-Chiang Wang Heng-Yu Ku |
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Institution: | (1) The Independent School Foundation Academy, Pokfulam, Hong Kong;(2) Educational Technology Program, College of Education and Behavioral Sciences, University of Northern Colorado, Greeley, CO 80639, USA |
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Abstract: | The purpose of this study was to identify the components of a framework for affective education implementation based on a
positive psychology approach. A fifth grade class of 31 students in a public rural elementary school in Taiwan participated
in a 13-week long affective education course that consisted of six units: Self-discovery, Love and Gratitude, Empathy, Emotions,
Optimism, and Hope. Storytelling and interdisciplinary instruction were utilized as two primary teaching strategies. Constructivist
grounded theory case study was used as a qualitative methodological approach and four data sources including participant observations,
field notes, artifacts, and self-assessment were collected. A framework for affective education implementation that emerged
from the data consisted of three levels: the classroom in/out level, the school/family level, and the society/culture level.
Findings on the components of a framework for affective education implementation are presented and discussed. |
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Keywords: | |
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