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Journal of Character Education

Volume 17 #2

The Journal of Character Education is the only professional journal in education devoted to character education. It is designed to cover the field—from the latest research to applied best practices. We include original research reports, editorials and conceptual articles by the best minds in our field, reviews of the latest books, and other relevant strategies and manuscripts by educators that describe best practices in teaching and learning related to character education. The Journal of Character Education has for over a decade been the sole scholarly journal focused on research, theory, measurement, and practice of character education. This issue includes a "Voices" section highlighting the 2017 Character.org "Sandy Award" recipient, along with four peer-reviewed articles, and a book review.

International Journal of Leadership in Education, 12(1), 73–84. Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and resistant imaginations. Oxford University Press.

Ebook: Understanding Character Education and Personal Development: Approaches, Issues and Applications

Understanding Character Education introduces readers to the key ideas, practices and concepts that are shaping character education in schools today. The book explores the principles underpinning character education and the pedagogical practices which ensure it comes alive in schools. Each chapter includes a variety of features to help navigate through the ideas, themes and practices examined. These include: •Chapter objectives to help readers understand the core focus and intentions of each chapter •Reflective activities to help readers to think more deeply about particular ideas and issues, and to consider how practices described are, or could be, applied in their own contexts •Case studies to help readers to understand how character education is approached and implemented by educators in and beyond schools •Annotated further readings to help readers take a closer and more detailed look at the methods, applications and issues covered This book is essential reading for all those involved in the teaching and learning of young people, as well as those studying this vital topic on education studies, teacher education and postgraduate level courses. “Highly recommended for all leaders and practitioners dedicated to enabling children and young people to flourish through the development of good character.” Tom Haigh, CEO, Association for Character Education “I wish Chapter 2: The Character of the Teacher was made a compulsory read for every person working in a UK school; that would be transformational.” Nat Parnell, Regional Director, United Learning “A must read for all trainee teachers of any phase.” Catherine Carden, Director of Learning and Teaching, Faculty of Arts Humanities & Education, Canterbury Christ Church University, UK Paul Watts is a Lecturer at the Jubilee Centre for Character and Virtues, University of Birmingham, UK. He has worked closely with school leaders and teachers in the research and development of character education. Michael Fullard is a Research Fellow at the Jubilee Centre for Character and Virtues, University of Birmingham, UK, having previously been a primary school teacher in the UK for 9 years. Andrew Peterson is Professor of Character and Citizenship Education at the Jubilee Centre for Character and Virtues, University of Birmingham, UK. He has worked with a number of schools to develop their approaches to character education.

These include: •Chapter objectives to help readers understand the core focus and intentions of each chapter •Reflective activities to help readers to think more deeply about particular ideas and issues, and to consider how practices ...

Character Education Connections for School, Home, and Community

A Guide for Integrating Character Education, Grades Pre-K to 12

This book is a clear, concise, holistic resource for classroom teachers, with a thoughtful collection of approaches to integrating character education into daily learning and school life.

A Guide for Integrating Character Education, Grades Pre-K to 12 Diane Stirling, Georgia Archibald, Linda McKay, Shelley Berg. Character ' Education : Restoring Respect ad Responsibility in our Schools Character Education : Restoring ...

The Discourse of Character Education

Culture Wars in the Classroom

In this book Peter Smagorinsky and Joel Taxel analyze the ways in which the perennial issue of character education has been articulated in the United States, both historically and in the current character education movement that began in earnest in the 1990s. The goal is to uncover the ideological nature of different conceptions of character education. The authors show how the current discourses are a continuation of discourse streams through which character education and the national purpose have been debated for hundreds of years, most recently in what are known as the Culture Wars--the intense, often passionate debates about morality, culture, and values carried out by politicians, religious groups, social policy foundations, and a wide range of political commentators and citizens, in which the various stakeholders have sought influence over a wide range of social and economic issues, including education. The centerpiece is a discourse analysis of proposals funded by the United States Department of Education's Office of Educational Research and Improvement (OERI). Discourse profiles from sets of states that exhibit two distinct conceptions of character are examined and the documents from particular states are placed in dialogue with the OERI Request for Proposals. One profile reflects the dominant perspective promoted in the U.S., based on an authoritarian view in which young people are indoctrinated into the value system of presumably virtuous adults through didactic instruction. The other reflects the well-established yet currently marginal discourse emphasizing attention to the whole environment in which character is developed and enacted and in which reflection on morality, rather than didactic instruction in morality, is the primary instructional approach. By focusing on these two distinct regions and their conceptions of character, the authors situate the character education movement at the turn of the twenty-first century in the context of historical notions about the nature of character and regional conceptions regarding the nature of societal organization. This enlightening volume is relevant to scholars, practitioners, policymakers, and students across the field of education, particularly those involved in character education, moral development, discourse analysis, history and cultural foundations of education, and related fields, and to the wider public interested in character education.

Educational Leadership, 51(3), 16—1 8. Ryan, K. (1996). Character education in the United States. journal for a just and Caring Education, 2(1), 75-84. Ryan, K. (2003). Character education: Our high schools' missing link.

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, ...

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, ...

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 ...

Character Education for 21st Century Global Citizens

Proceedings of the 2nd International Conference on Teacher Education and Professional Development (INCOTEPD 2017), October 21-22, 2017, Yogyakarta, Indonesia

Character Education for 21st Century Global Citizens contains the papers presented at the 2nd International Conference on Teacher Education and Professional Development (InCoTEPD 2017), Yogyakarta, Indonesia, 20—21 October 2017. The book covers 7 topics: 1) Values for 21st century global citizens 2) Preparing teachers for integrative values education 3) Teacher professional development for enhanced character education 4) Curriculum/syllabus/lesson plan/learning materials development for integrated values education 5) Developing learning activities/tasks/strategies for character education 6) Assessing student’s character development (values acquisition assessment) 7) Creating/managing conducive school culture to character education.

He revealed the Holy Qur'an to the Prophet Muhammad (peace and blessings of
Allah be on him) and raised him up to be the 'Perfect Leader' and ... This Halal
concept comes from the Al-Quran and is used to describe objects and actions.