Situational ethics

About: Situational ethics is a research topic. Over the lifetime, 4023 publications have been published within this topic receiving 145379 citations.

Telling what they want to know: participants tailor causal attributions to researchers' interests

Abstract: Based on a conversational analysis of experimental procedures and consistent with the principle of relevance, we predicted that participants' verbal responses will be influenced by their tacit inferences about the researcher's epistemic goals, derived from their knowledge of the researcher's academic affiliation. We tested this prediction in a core area of social-personality and cultural psychology, causal attribution. University students provided causal attributions about mass murder cases, while the questionnaire identified the researcher either as a social scientist or a personality psychologist. The results indicated that attributions were overall more situational than dispositional, and as predicted, this main effect was qualified by an interaction between conversational cue and type of attribution. Thus, participants gave relatively more situational explanations when the letterhead of the questionnaire identified the researcher as a social scientist compared to when the researcher was identified as a personality psychologist. The reverse pattern emerged for dispositional attributions. Methodological and conceptual implications are discussed. Copyright © 1999 John Wiley & Sons, Ltd.

Further Analyses of the Dispositional Argument in Organizational Behavior

Abstract: Dispositional and situational influences on organizational behavior were examined with reference to the job redesign literature. Dispositional and situational influence was assessed through investigation of the stability of job attitudes and affect among young professional engineers experiencing situational change arising from (a) change from university studies to full-time employment and (b) change of employer.

Exploring the structure of ethical attributions as a component of the consumer decision model: The vicarious versus personal perspective

Abstract: The managerial ethics literature is used as a base for the inclusion of Ethical Attribution, as an element in the consumer's decision process. A situational model of ethical consideration in consumer behavior is proposed and examined for Personal vs. Vicarious effects. Using a path analytic approach, unique structures are reported for Personal and Vicarious situations in the evaluation of a seller's unethical behavior. An attributional paradigm is suggested to explain the results.

Classroom Management: Creating a Successful K-12 Learning Community

Abstract: Preface. 1. Understanding Management and Discipline in the Classroom. A Community of Learners. What Is Classroom Management? Order in the Classroom. Areas of Responsibility. Understanding Misbehavior. Misbehavior in Context. Types of Misbehavior. Causes of Misbehavior. Degrees of Severity. Principles for Working with Students and Preventing Misbehavior. What Effective Behavior Management Accomplishes. 2. Models of Discipline. The Degree of Control. Low Teacher Control Approaches. Congruent Communication: Haim Ginott. Discipline as Self-Control: Thomas Gordon. Teaching with Love and Logic: Jim Fay and David Funk. Inner Discipline: Barbara Coloroso. From Discipline to Community: Alfie Kohn. Medium Teacher Control Approaches. Logical Consequences: Rudolf Dreikurs. Cooperative Discipline: Linda Albert. Positive Discipline: Jane Nelsen, Lynn Lott, and Stephen Glenn. Noncoercive Discipline: William Glasser. Discipline with Dignity: Richard Curwin, Allen Mendler, and Brian Mendler. Win-Win Discipline: Spencer Kagan. High Teacher Control Approaches. Behavior Modification: B. F. Skinner. Assertive Discipline: Lee and Marlene Canter. Positive Discipline: Fredric Jones. Discipline Without Stress: Marvin Marshall. Determining Your Management Plan. Your Management Philosophy. Your Management Plan. 3. Preparing for the School Year. Preparing for the School Year. Making Management Preparations. Making Instructional Preparations. Managing Assessment, Record Keeping, and Reporting. Establishing a Plan to Deal with Misbehavior. Planning for the First Day. Conducting the First Day. Organizing Your Classroom and Materials. Floor Space. Storage Space. Bulletin Boards and Wall Space. 4. Planning to Work with Families. Reasons for Working with Families. Understanding Families. Why Some Families Resist Involvement. Working through Cultural and Language Differences. Building a Family Support System. Contacting and Communicating with Families. Ways to Communicate with Families. Parent-Teacher Conferences. 5. Choosing Rules and Procedures. Rules in the Classroom. Examine the Need for Rules. Select the Rules. Teach and Review the Rules. Obtain Commitments. Procedures in the Classroom. Examine the Need for Procedures. Select the Procedures. Teach and Review the Procedures. 6. Maintaining Appropriate Student Behavior. Having a Mental Set for Management. Withitness. Emotional Objectivity. Building Positive Teacher-Student Relationships. Level of Dominance. Level of Cooperation. Types of Students. Interacting with Students. Managing Whole-Group Instruction. Preventing Misbehavior. Managing Movement Through the Lesson. Maintaining a Group Focus. Helping Students Assume Responsibility for Their Behavior. Maintaining Student Attention and Involvement. Improving Classroom Climate with Reinforcers. Types of Reinforcers. Using Reinforcers Effectively. 7. Motivating Students to Learn. Planning for Motivation. Motivational Strategies for Instruction. Motivational Strategies for Evaluation and Feedback. 8. Addressing Issues of Diversity. Classroom Management Implications for Diverse Classrooms. Sources of Student Diversity. Cognitive Area. Affective Area. Physical Area. Learning Styles. Creative Potential. Gender. Language. Cultural Diversity. Exceptionalities. Students at Risk. Socioeconomic Status. Creating an Inclusive, Multicultural Classroom. Create a Supportive, Caring Environment. Offer a Responsive Curriculum. Vary Your Instruction. Provide Assistance When Needed. 9. Helping Students with Special Needs. Students with Disabilities. Students with Learning Disabilities. Students with Emotional or Behavioral Problems. Students with Attention Deficit and Hyperactivity Disorder (ADHD). Students with Speech and Language Disorders. Students with Hearing Impairments. Students with Visual Impairments. Students with Physical and Health Impairments. Students with Limited English Proficiency. Students Who Are Troubled. Substance Abuse Students Who Have Been Abused or Neglected. Students Prone to Violence, Vandalism, and Bullying. Students Living in Poverty. Students Facing Serious Challenges. 10. Planning and Conducting Instruction. Planning Decisions Affect Behavior Management. The Degree of Structure in Lessons. Ways to Group Students for Instruction. Planning to Hold Students Academically Accountable. Managing Lesson Delivery. The Beginning of a Lesson. The Middle of the Lesson. The Ending of a Lesson. Managing Student Work. Managing Seatwork Effectively. Collecting Assignments and Monitoring. Their Completion. Maintaining Records of Student Work. Managing the Paperwork. Giving Students Feedback. 11. Responding to Inappropriate Behavior. Interventions. The Principle of Least Intervention. Some Practices to Avoid. Cautions and Guidelines for Punishment. A Three-Step Response Plan. Situational Assistance. Mild Responses. Moderate Responses. Dealing with Chronic Misbehaviors. 12. Dealing with Challenging or Violent Students. Understanding Challenging and Violent Students. Behaviors. Influences. Early Signs of Serious Problems. Planning to Work with Challenging and Violent Students. Teaching Students Alternatives to Disruption and Violence. Dealing with Anger. Techniques for Solving Problems. Developing New Behavioral Skills. Responding to Disruptive or Violent Behavior. Approaches to Use in the Classroom. Seeking Outside Help. References and Further Readings. Name Index. Subject Index.