ERIC ED372414: Teaching Kids To Care: Exploring Values through Literature and Inquiry.

248 Pages·1994·4.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 372 414
CS 214, 456
Andrews, Sharon Vincz
AUTHOR
Teaching Kids To Care: Exploring Values through
TITLE
Literature and Inquiry.
ERIC Clearinghouse on Reading, English, and
INSTITUTION
Communication, Bloomington, IN.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
REPORT NO
ISBN-0-927516-41-1
PUB DATE
94
RR93002011
CONTRACT
248p.; Published with EDINFO Press.
NOTE
ERIC/EDINFO Press, Indiana University, P.O. Box 5953,
AVAILABLE FROM
Bloomington, IN 47407 ($19.95 plus 10%
shipping/handling; Indiana residents add 5% state
sales tax).
ERIC Clearinghouse Products
Information Analyses
PUB TYPE
Teaching Guides
Classroom Use
Guides
(071)
Books (010)
(For Teacher) (052)
MF01/PC10 Plus Postage.
EDRS PRICE
Annotated Bibliographies; *Childrens Literature;
DESCRIPTORS
*Critical Thinking; Elementary Secondary Education;
*Ethical Instruction; Individual Development; Moral
Values; Textbook Evaluation; Values Clarification;
*Values Education
Educational Issues; *Moral Reasoning
IDENTIFIERS
ABSTRACT
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
(2) provides clear
as the defining of values and how to teach values;
examples of how inquiry- and literature-based investigation of values
(3) presents instructional strategies that
work in classrooms;
(4) offers a unique
promote self-directed discovery of values;
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)
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Reproductions supplied by EDRS are the best that can be made
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from the original document.
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Exploring
alues
through Literature
and Inquiry
U S DEPARTMENT OF EDUCATION
Officn of Educational Research and iinprovenwn1
ED7ATIONAL RESOURCES INFORMATION
CENTER (ERIC)
11( This document has been reproduced as
received from the person or organization
originating it
0 Minor changes have been made to
improve reproduction quality
Points of view or opinions stated in this
document do not necessarily represent
official OEFil position or policy
Sharon Vincz Andrews
BEST COPY AVAILABLE
Teaching Kids to Care
Exploring Values through Literature and Inquiry
Sharon Vincz Andrews
ERIC
Clearinghouse on Reading,
EDINFO
PRESS
English, and Communication
© 1994 by EDINFO Press
Co-published by
Indiana State University (Terre Haute)
and
EDINFO Press
and
ERiC Clearinghouse on Reading, English, and Communication
Carl B. Smith, Director
Indiana University
P.O. Box 5953
Bloomington, Indiana 47407
Editor: Warren Lewis
Design and production: David J. Smith
Cover design: David J. Smith
Copyright © 1994 by Sharon Vincz Andrews. All rights reserved.
This publication was funded in part by the Office of Educational Research and Improvement,
such
U.S. Department of Education, under contract no. RR93002011. Contractors undertaking
projects under government sponsorship are encouraged to express freely their judgment in
professional and technical matters. Points of view or opinions, however, do not necessarily
Research and Improvement.
represent the official view or opinions of the Office of Educational
Library of Congress Cataloging-in-Publication Data
Andrews, Sharon Vincz.
exploring values through literature and inquiry / Sharon
Teaching kids to care
:
Vincz Andrews.
cm.
p.
Includes bibliographical references.
$19.95
ISBN 0-927516-41-1
:
1. Moral education (Elementary)United States. 2. Moral education
I. ERIC Clearinghouse on Reading, English, and
(Secondary)--United States.
IL Title.
Communication.
1994
LC311.A49
370.11'4--dc20
94-19040
4
ERIC/REC Advisory Board
Joan Irwin
Elaine Aoki
International Reading Association
Bagley Elementary School
Newark, Delaware
Seattle, Washington
Julie Jensen
Douglas Barnard
University of Texas at Austin
Mesa Public Schools
Austin, Texas
Mesa, Arizona
Diane Lapp
Diane Bloom
San Diego State University
Eatontown Public Schools
San Diego, California
Eatontown, New Jersey
Robert Paylik
Jesus Cardona
Cardinal Stritch University
John F. Kennedy High School
Milwaukee, Wisconsin
San Antonio, Texas
William Reeves
Neyland Clark
AFL/CIO State of Indiana
Cape Girardeau School District #63
Indianapolis, Indiana
Cape Girardeau, Missouri
Charles Suhor
James Gaudino
National Council of Teachers of English
Speech Communication Association
Champaign, Illinois
Annandale, Virginia
Dedication by the author:
To Jason and Dale, with love.
6
Dedication by the Floyd family:
The Everett I. Brown Company supported this research
in honor and memory of Everett I. Brown, its founder.
Dedication by the Floyd family:
Mr. end Mrs. Karl H. Kettelhut supported this
research in honor and memory of- Charles T Stallard,
father of Mrs. Kettelhut.
Table of Contents
xiii
Acknowledgments
xv
Introduction
Chapter 1
The Values-Centered Classroom:
An AIDS Projed with Sixth Graders
1
Chapter 2
The Values-Centered Classroom:
29
Third Graders
A Study of Homelessness with
Chapter 3
53
and New
The Research on Values in Textbooks, Old
Chapter 4
63
Historical Study of Textbooks
Chapter 5
91
Statistical Study of Textbooks
Chapter 6
109
Results of the Historical and Statistical Studies
Chapter 7
Studies
Implications of the Historical and Statistical
125
Teaching
in Light of the Current C-rtext for Values
Chapter 8
147
Stakeholders in Values Teaching
Chapter 9
157
Building a Classroom for Values Education
Chapter 10
Using Children's Literature as a
185
Context for Inquiry into Values
211
References
Appendix
219
David Vandl
Description of the Floyd Collection by
225
Annotated Bibliography of Resources
9
Acknowledgments
I wish to acknowledge my early mentors, Jerome Harste, Carolyn Burke, and Anabel
Newman at Indiana University, whose vision and demonstration of what teaching can
be, what inquiry can do for learner and teacher alike, provided me with a framework
for thinking about the kind of curriculum that could support the teaching of values. I
read what they write, see their students produce beautiful and moving pieces about
teaching and learning, and continue to feel a kinship with their ideas. Pat Wheeler, my
friend and colleague at Indiana State University, has been a great collaborator in
thinking through theme cycling with our graduate classes.
Many other colleagues, students, and friends have contributed their insights. Donna
Martin, a former student, now teaching in Houston, Texas, worked in many different
capacities on this project. She served as a researcher, worked diligently with me on
developing the children's literature bibliography organized according to the values
taught, and became a sister-learner and co-thinker on the subject of values and how
they are taught.
Jean Harris, the sixth-grade teacher whose work on the AIDS project is reported in
chapter one, was a great support and an embodiment of the caring, compassionate
teacher that I believe is necessary for the teaching of values in today's classroom.
Shelley Harris Roembke, the teacher in chapter two who challenged her third-graders
the homeless, also expanded my
to new views of compassion in an inquiry project on
The work of both of these
concept of the kind of teacher that the future will demand.
teachers and their students is gratefully acknowledged.
Other graduate students in reading, counseling, and edacational psychologyLaura
Reynolds, Lionel Matthews, Kennedy Vanderpooldid much of the initial data
gathering from the old textbooks. My son, Jason Vincz, read textbooks, edited, and
checked references in the initial research report. Many other students served as raters
of values in the modern textbooks.
Judy Peckam, a children's bookstore owner and children's librarian in Houston, Texas;
Shirley Mullin, owner of a children's bookstore in Indianapolis, Indiana; Pat Smith, a
fifth-grade teacher from Terre Haute, Indiana; Margaret Leiberman, the media
specialist at West Vigo Elementary in Terre Haute; and Pat Riley from the Jasper,
Indiana public library provided input for the children's literature bibliography.
I am grateful, too, to David Vancil, for his description of the Floyd Collection of old
textbooks in the Appendix. As the curator of the rare-book collections at Indiana State
University, Dave provided insight and perspective on the project. I thank David
Gilman, Professor of Curriculum, Instruction, and Media Technology at Indiana State