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Author: Charles Suhor Publisher: Eric Clearinghouse on Reading ISBN: 9780927516327 Category : Literary Criticism Languages : en Pages : 245
Book Description
This book debates the values being taught in American public schools. The book considers whether moral, ethical, social, and religious values of any kind should be taught or inculcated in the public school setting--specifically, should the values embodied in the literature typically read in English literature classrooms be advocated by the teachers, or ought the literary and historical discussion of meaningful texts be used by teachers as an opportunity to help students work towards clarity about their own values? The debate presented in this book is another engagement in the ongoing struggle to shape the value structures of young Americans, and the opposing viewpoints which form the substance of the book are those of two educator brothers, Bernard and Charles Suhor. Chapters in the book are: "Religion at School: A Word from the Moderator" (Carl B. Smith); "Values in the Teaching of Literature--A Public School View" (Charles Suhor); "Values in the Teaching of Literature--A Catholic School View" (Bernard Suhor); "Response to Bernard Suhor" (Charles Suhor); "Response to Charles Suhor" (Bernard Suhor); "Further Comment" (Charles Suhor); and "Further Comment" (Bernard Suhor). The book concludes with a 158-item annotated bibliography of resources containing activities and ideas for clarification from the ERIC database. (NKA)
Author: Charles Suhor Publisher: Eric Clearinghouse on Reading ISBN: 9780927516327 Category : Literary Criticism Languages : en Pages : 245
Book Description
This book debates the values being taught in American public schools. The book considers whether moral, ethical, social, and religious values of any kind should be taught or inculcated in the public school setting--specifically, should the values embodied in the literature typically read in English literature classrooms be advocated by the teachers, or ought the literary and historical discussion of meaningful texts be used by teachers as an opportunity to help students work towards clarity about their own values? The debate presented in this book is another engagement in the ongoing struggle to shape the value structures of young Americans, and the opposing viewpoints which form the substance of the book are those of two educator brothers, Bernard and Charles Suhor. Chapters in the book are: "Religion at School: A Word from the Moderator" (Carl B. Smith); "Values in the Teaching of Literature--A Public School View" (Charles Suhor); "Values in the Teaching of Literature--A Catholic School View" (Bernard Suhor); "Response to Bernard Suhor" (Charles Suhor); "Response to Charles Suhor" (Bernard Suhor); "Further Comment" (Charles Suhor); and "Further Comment" (Bernard Suhor). The book concludes with a 158-item annotated bibliography of resources containing activities and ideas for clarification from the ERIC database. (NKA)
Author: Sharon Vincz Andrews Publisher: ISBN: Category : Education Languages : en Pages : 294
Book Description
Designed for teachers and arguing that democratic values are best taught in democratic classrooms, this hands-on guide offers clear directions for exploring values using children's literature as a starting point. Combining numerous classroom examples with practical advice, backed up by historical analysis and educational theory, the book: (1) discusses crucial questions, such as the defining of values and how to teach values; (2) provides clear examples of how inquiry- and literature-based investigation of values work in classrooms; (3) presents instructional strategies that promote self-directed discovery of values; (4) offers a unique bibliography of literature that guides children in their values exploration; and (5) provides an analysis of textbooks and their connection to moral education. Includes an additional select annotated bibliography. Contains 147 references. (NKA)
Author: Deborah Appleman Publisher: Teachers College Press ISBN: 0807773557 Category : Education Languages : en Pages : 273
Book Description
Because of the emphasis placed on nonfiction and informational texts by the Common Core State Standards, literature teachers all over the country are re-evaluating their curriculum and looking for thoughtful ways to incorporate nonfiction into their courses. They are also rethinking their pedagogy as they consider ways to approach texts that are outside the usual fare of secondary literature classrooms. The Third Edition of Critical Encounters in Secondary English provides an integrated approach to incorporating nonfiction and informational texts into the literature classroom. Grounded in solid theory with new field-tested classroom activities, this new edition shows teachers how to adapt practices that have always defined good pedagogy to the new generation of standards for literature instruction. New for the Third Edition: A new preface and new introduction that discusses the CCSS and their implications for literature instruction. Lists of nonfiction texts at the end of each chapter related to the critical lens described in that chapter. A new chapter on new historicism, a critical lens uniquely suited to interpreting nonfiction and informational sources. New classroom activities created and field-tested specifically for use with nonfiction texts. Additional activities that demonstrate how informational texts can be used in conjunction with traditional literary texts. “What a smart and useful book!” —Mike Rose, University of California, Los Angeles “[This book] has enriched my understanding both of teaching literature and of how I read. I know of no other book quite like it.” —Michael W. Smith, Temple University, College of Education “I have recommended Critical Encounters to every group of preservice and practicing teachers that I have taught or worked with and I will continue to do so.” —Ernest Morrell, director of the Institute for Urban and Minority Education (IUME), Teachers College, Columbia University
Author: Linda Leonard Lamme Publisher: Greenwood ISBN: Category : Education Languages : en Pages : 166
Book Description
All forms of children's literature contain moral and ethical views and values. For educators, librarians, counsellors and parents, Literature-based Moral Education: Children's Books and Activities for Teaching Values, Responsibility, and Good Judgment in the Elementary School discusses nine values important in a child's moral development, and integrates learning ideas and activities for classroom, library, or home use within reviews of children's books that deal with each of the issues covered.
Author: Patricia Ruggiano Schmidt Publisher: IAP ISBN: 1607528657 Category : Education Languages : en Pages : 256
Book Description
Exploring Values Through Multimedia, Literature and Literacy Events was written by teachers and educational researchers for classrooms and schools interested in developing learning communities that develop critical and compassionate future citizens. Through the use of specific multimedia, literature and literacy events, this book presents numerous ways for classroom teachers and schools to promote respectful, responsible, caring, and sharing students in a democratic society. Beginning with Plato’s message that we cannot let the formation of good citizens to chance, Exploring Values Through Multimedia, Literature and Literacy Events takes the reader through a brief history of character education and moral development and a summary of multimedia’s impact on our lives. The chapters that follow are devoted to teacher tested classroom and school programs, activities, and resources for the understanding of diverse human perspectives. Included in several chapters are the unique ways classes might analyze how and why information is presented in the media. Due to the constant media bombardment on our lives, the goal if this volume is to support our students as they discern the meanings of truth and justice.
Author: Margaret Dodson Publisher: Eric Clearinghouse on Reading ISBN: 9780927516310 Category : Literary Criticism Languages : en Pages : 173
Book Description
Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on teaching values using literature as an alternative to textbooks. The 41 lesson plans in this book cover: (1) setting up an English curriculum in values; (2) ways to help students find out about their values; (3) individual ethics and personal morals; (4) social ethics and political morality; and (5) environmental values. The book includes an activities chart which indicates the focus and types of activities (such as role play, poetry, games, group activities, and writing skills) found in the various lessons. A 155-item annotated bibliography contains references to research and additional resources. (RS)
Author: Terence Lovat Publisher: Springer Science & Business Media ISBN: 9048186757 Category : Education Languages : en Pages : 1011
Book Description
Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth – elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as ‘values education’ widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to ‘values’ and ‘wellbeing’. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person – social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a ‘values and wellbeing’ pedagogy.
Author: Bill Johnston Publisher: Routledge ISBN: 1135632111 Category : Education Languages : en Pages : 285
Book Description
This book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students' acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about. Values in English Language Teaching explores the complex and often contradictory moral landscape of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with dilemmas and making difficult decisions in situations often riven with conflict. It examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values are played out in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationship(s) between teacher identity and values; the meaning of professionalism and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching. All the examples are taken from real-life teaching situations--the complexity and messiness of these situations is always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States. This book will change the way teachers see language classrooms--their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators.
Author: Charles Suhor
Author: Charles Suhor
Author: Sharon Vincz Andrews
Author: Louis Edward Raths
Author: Deborah Appleman
Author: Richard L. Morrill
Author: Linda Leonard Lamme
Author: Patricia Ruggiano Schmidt
Author: Margaret Dodson
Author: Terence Lovat
Author: Bill Johnston