Page 446 - TEACHINGMODELSINEDUCATIONOFTHE GIFTED
P. 446

433    ‫  مناق�شة المع�ضلات ا ألخلاقية‬12 ‫الف�صل‬

              ‫الم�صادر‬

                                      ‫ معلومات �أ�سا�سية‬:‫كولبيرج‬

   Carpendale, J. (2000). Kohlberg and Piaget on stages and moral
reasoning. Developmental Review, 20, 181–205.

   Dabrowski, K., with Piechowski, M. M. (1977). Theories of levels of
emotional development. Oceanside, NY: Dabor.

   Fan-Willman, C., & Gutteridge, D. (1981). Creative thinking and
moral reasoning of academically gifted secondary school adolescents.
Gifted Child Quarterly, 25(4), 149–153.

   Gilligan, C. (1982). In a different voice: Psychological theory and
women’s development. Cambridge, MA: Harvard University Press.

   Kazemek, F. E. (1989, Spring). Feminine voice and power in moral
education. Educational Horizons, pp. 76–81.

   Power, F. C., Higgins, A., & Kohlberg, L. (1989). Lawrence
Kohlberg’s approach to moral education. New York: Columbia
University Press.

   Reiman, A. J., & Peace, S. D. (2002). Promoting teachers’ moral
reasoning and collaborative inquiry performance: A developmental
role-taking and guided inquiry study. Journal of Moral Education,
31, 57–66.

   Reimer, J., Paolitto, D. P., & Hersh, R. H. (1983). Promoting moral
growth from Piaget to Kohlberg (2nd ed.). Prospect Heights, IL:
Woodland Press.

                     ‫مواد وم�صادر تدري�سية خا�صة بنموذج كولبيرج‬

   Dana, N. F., & Lynch-Brown, C. (1991). Moral development for
the gifted: Making a case for children’s literature. Roeper Review,
14(1), 13–16.
   441   442   443   444   445   446   447   448   449   450   451