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The Role of Character Education in America's Schools

Hearing Before the Subcommittee on Early Childhood, Youth, and Families of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, Second Session, Hearing Held in Washington, DC, March 1, 2000

This publication covers the hearing held on March 1, 2000, in Washington, DC, before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce of the House of Representatives on the role of character education in U.S. schools. The publication contains the following: "Statement of Mr. Michael N. Castle, Chairman, Subcommittee on Early Childhood Youth and Families, Representative from Delaware"; "Statement of Mr. Dale Kildee, Ranking Member, Subcommittee on Early Childhood, Youth and Families, Representative from Michigan"; "Statement of Ron Kinnamon, Coalition Vice-Chairperson, Character Counts! Coalition"; "Statement of Diane Berreth, Deputy Executive Director, Association for Supervision and Curriculum Development"; "Statement of Esther Schaeffer, Executive Director and CEO, Character Education Partnership"; "Statement of Andrew Shue, Co-Founder, Do Something"; "Statement of Sheldon Berman, Superintendent of Schools, Hudson Public Schools"; "Appendix A--The written statement of Michael N. Castle, Chairman, Subcommittee on Early Childhood, Youth and Families, Representative from Delaware"; "Appendix B--The written statement of Dale Kildee, Ranking Member, Subcommittee on Early Childhood, Youth and Families, Representative from Michigan"; "Appendix C--The written statement of Ron Kinnamon, Coalition Vice-chairperson, Character Counts! Coalition"; "Appendix D--The written statement of Diane Berreth, Deputy Executive Director and CEO, Character Education Partnership"; "Appendix E--The written statement of Esther Schaeffer, Executive Director and CEO, Character Education Partnership"; "Appendix F--The written statement of Andrew Shue, Co-Founder, Do Something"; and "Appendix G--The written statement of Sheldon Berman, Superintendent of Schools, Hudson Public Schools." (BT)

Hearing Before the Subcommittee on Early Childhood, Youth, and Families of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, Second Session, Hearing Held in Washington, DC, March 1, ...

Philosophical Foundations for Moral Education and Character Development

Act and Agent

Thus the approach seems to narrow unnecessarily the range of morality and of moral education , although the expansion of the Kohlber- gian moral education to include content may to some extent return such issues to the sphere of ethics ...

Sowing the Seeds of Character: The Moral Education of Adolescents in Public and Private Schools

The Moral Education of Adolescents in Public and Private Schools

A rabbi and educator shows how moral education can be crafted to address each of the three main branches of the moral life: philosophy, civics, and ethics. • 15 illustrations • Ideas and examples for the classroom practice of moral education • Series foreword

two terms while speaking about character education and moral education. To muddy the waters further, the terms cannot be isolated, because both depend on the other. Good character education cannot exist without strong morals, ...

A Call for Character Education and Prayer in the Schools

This book offers an examination of the related topics of school prayer and character education in the United States, advocating for their return to public schools. • Includes excerpts from primary documents such as diaries, letters, speeches, and eyewitness accounts • Offers a chronology of the history of character education and prayer in the schools throughout American history, with some reference to world history • A helpful index offers access to the major topics examined in the book

Whether one was a parent, school board member, educational administrator, school leader, or teacher, Americans expected moral education to possess the central place in the common school curriculum (Bourne, 1870; Cubberley, 1909; Mann, ...

Chinese Foundations for Moral Education and Character Development

The resources of Chinese cultural heritage for the moral education of youth, with special attention to the Confucian horizon. The development of the sense of the person and ethics in modern thought, and the separation of moral development from ideology.

IDEOLOGICAL EDUCATION AND MORAL EDUCATION TRAN VAN DOAN INTRODUCTION The triumph of Confucianism in The Han dynasty can be seen from two ... For certain mo- tives , ( political , cultural , religious , educational and economic , etc. ) ...

Character Education 3' 2002 Ed.

She finished the Ph.D. in Psychology and served as the head of the Psychology Department and Values Education in the undergraduate and graduate levels . She has served as director / coordinator and senior trainer of various Values ...

Modern Art Education: Its Practical and Aesthetic Character Educationally Considered

Nothing has been done at hazard ; but the whole of this remarkable educational reform is based upon the soundest educational philosophy , and so must yield good results for generations to come . The art - industrial features are very ...

Character Education 5' 2002 Ed.

She finished the Ph.D. in Psychology and served as the head of the Psychology Department and Values Education in the undergraduate and graduate levels . She has served as director / coordinator and senior trainer of various Values ...

Educating for Character

How Our Schools Can Teach Respect and Responsibility

Calls for renewed moral education in America's schools, offering dozens of programs schools can adopt to teach students respect, responsibility, hard work, and other values that should not be left to parents to teach.

Calls for renewed moral education in America's schools, offering dozens of programs schools can adopt to teach students respect, responsibility, hard work, and other values that should not be left to parents to teach.

Qualitative Research Methods for Community Development

Qualitative Research Methods for Community Development teaches the basic skills, tools, and methods of qualitative research with special attention to the needs of community practitioners. This book teaches students entering planning, community development, nonprofit management, social work, and similar applied fields the core skills necessary to conduct systematic research designed to empower communities and promote social change. Focusing on the basic elements of qualitative research, like field observation, interviewing, focus groups, and content analysis, Qualitative Research Methods for Community Development provides an overview of core methods and theoretical underpinnings of successful research. The book provides examples from past research used in transformative community projects across multiple disciplines. From housing, community organizing, neighborhood planning, and urban revitalization, this book gives students the skills they need to undertake their own projects, and provides professionals a valuable reference for their future research. The book serves as a primary text for courses in applied qualitative research, and as a reference book for professionals and community-based researchers. In addition to content detailing core methods used in qualitative research, it includes a chapter which provides guidance for the dissemination of qualitative results to a spectrum of audiences applying qualitative methods to action research and community empowerment.

This book teaches students entering planning, community development, nonprofit management, social work, and similar applied fields the core skills necessary to conduct systematic research designed to empower communities and promote social ...