Getting to the heart of the matter: conceptualizing character education and using children's literature to promote values in schools

Character education;"childrens literature";character values

Williams, Morgan Taylor ; Möller ; Karla J.

关键词: Character education;    "childrens literature";    character values;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/92681/WILLIAMS-THESIS-2016.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This is a study of how character education was conceptualized and enacted by two participating classroom teachers, especially through the use of children's literature to promote values. Data were collected through observations and interviews and analyzed using an inductive, qualitative, case study approach that included descriptive analysis. The research questions included the following: 1) How do two selected teachers define and conceptualize character education? 2) What values do they highlight in character education instruction and how do they define them? 3) How do they implement character education in their teaching instruction, including how children’s literature is selected and used as part of this pedagogical implementation? and 4) How do they see character education affecting their students? Findings indicated four key components of Lois' character education instruction: relationships and community, mindful decision-making, the value of talk, and relevance. Findings also indicated five key components of Kathryn’s character education instruction: relationships and community, taking a questioning approach, the value of talk, relevance, and feelings. Though not a comparative study, connections were seen across both teachers. Implications include the importance of trusting relationships and community, the value of talk and discussions, a willingness of teachers to take a critical thinking approach, teachers being reflective and mindful, and taking an in-depth look at whose values are being talked about and whose are being ignored within character education.