Books with potential for character education and a literacy-rich social studies classroom: A research study

Barry, Arlene L.; Rice, Suzanne; McDuffie-Dipman, Molly

doi:10.1016/j.jssr.2012.12.002

Cited by 9 publications

(7 citation statements)

References 11 publications

(10 reference statements)

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“…In order for character education to be improved reflecting on tabe culture in the learning process, a good collaboration and communication process between lecturers and students is urgently needed (Barry et al, 2013). Coordination and cooperation between lecturers and students should be made in such a way to improve modes and styles of communications via online classroom.…”

Section: Findings and Discussionmentioning

confidence: 99%

The Impact of Google Classroom in Character Education Based on Tabe Culture in the Era of Industrial Revolution 4.0

Amin

Ali²

2022

(IJEH)

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Along with the rapid development of communication and information technology in the industrial revolution 4.0. in which online-based learning (for example, google classroom and many more learning providers) is inevitable, has currently had strong implications for the world of education and learning. In higher education, google classroom as an online provider has been found very helpful and made it easier for educators and students to do activities in the online learning and teaching process. This is an advantage of current technology and information development. However, the use of google classroom predominantly helps students develop their cognitive domain but fails to help them build their character building. In fact, inculcating tabe-based characters one of the cross generations type of established culture in the Buginese Tribe in the industrial revolution 4.0 era has a deep meaning in our society. These include sense of respect each other, saying good and polite words as well as writing them politely, having good attitudes and behaviour and not writing sentences that potentially disturbs or offend one another. These types of behaviour and attitudes are those contained in the cultures of Buginese tribe as Sipakatau (respect each other), Sipakalebbi (be humanized to each other) and Sipakainge (to remind of bad deeds to each other). The results show that the use of the google classroom online learning provider has a very positive impact on increasing Intelligence Quotient of students but has failed to inculcategood character to them as they use slang in their conversations like up, yoi, ok, siap, gtw, cancer, gan, mastah, hqq and kuy. goblok, edan, santuy, sob, kepo, woles, baper, nooband regand tend to be rude

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Section: Findings and Discussionmentioning

confidence: 99%

The Impact of Google Classroom in Character Education Based on Tabe Culture in the Era of Industrial Revolution 4.0

Amin

Ali²

2022

(IJEH)

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“…Kidd () noted Newbery books are not often used as core curriculum, yet they are sometimes used as curricular supplements. Most recently, Barry, Rice, and McDuffie‐Dipman () recommended Newbery titles for teaching character education, while Burns, Kimmel, and Garrison (, p. 25) observed a “notable” number of award‐winning books, including Newbery titles, in of the Common Core State Standards, a document used by some teachers to identify appropriate instructional texts. Textbooks for current and prospective educators often identify award books like Newbery titles as potential instructional materials or books to recommend or read aloud to young people (e.g., Kasten, Kristo, & McClure, ; Tompkins, ).…”

Section: The Newbery Awardmentioning

confidence: 99%

From Rags to “Rich as Rockefeller”: Portrayals of Class Mobility in Newbery Titles

Forest

2014

Curriculum Inquiry

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Several scholars have noted the prevalence of the discourse of upward class mobility in the United States, particularly within K-12 education settings. "Rags-to-riches" stories, an extreme form of upward mobility discourse, have been embedded in American culture for generations. However, the prevalence of upward mobility discourse in recently published books for children has not been widely studied. Children's literature merits scholarly attention because it has the potential to influence the perceptions and worldviews of young people, and books for youth reflect the values that adults in a society want to pass on to young people. This qualitative content analysis, grounded in assumptions of the sociology of school knowledge and critical literacy, investigates representations of upward class mobility in 22 titles given the Newbery Medal or Honor between 2009 and 2013. The findings indicate 7 out of 22 books include poor and working-class characters experiencing class ascendency. Characters became upwardly mobile by receiving a large sum of money unexpectedly, being adopted by a more affluent person, and gaining recognition from royalty or nobility. The presence of poor and workingclass characters in these titles is positive: American children, who belong to a range of class groups, can find characters like themselves in literature. Yet the portrayals of upward mobility in Newbery titles may reinforce dominant ideologies that value economic success and blame the poor for their circumstances.For some time, children's literature has been regarded as a means of shaping how children perceive the world. Books for youth are a "form of education and socialization"

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“…Many solutions can be offered to solve this problem, one of which is implementing character education. Character education is an effort to educate, cultivate and state and form a community so that human beings have noble behavior and morals (Abdullah et al, 2015;Adibatin, 2016;Barry et al, 2013;Birhan et al, 2021). Character education has improved student behavior, reducing bully, conflict, and violence (Ansori, 2020b).…”

Section: Introductionmentioning

confidence: 99%

Elementary School Students' Character Conditions During Online Learning

Yuza

Ramadan

2021

JPP

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Online learning today was said to be unsuccessful and far from expected. It had a less good impact on the formation of characters where children depend heavily on parents and less interaction with others. This was one reason for research aimed at analyzing the implementation of character value in online learning. This type of research is qualitatively discrete. Data was collected from the principal, two teachers who have been certified who have taught for 15 years after the local content teacher. Data collection methods include interviews and observations. The data analysis used was triangulation. The research results stated that implementing the main character values, namely religion, nationalism, media, teamwork, and integrity, is not carried out in the implementation and evaluation stages because learning is done online. So, in online learning, the central values of religion, nationalism, media, teamwork, and integrity are not done, to overcome this can be done by conducting supervision programs.

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Books with potential for character education and a literacy-rich social studies classroom: A research study

Cited by 9 publications

References 11 publications

The Impact of Google Classroom in Character Education Based on Tabe Culture in the Era of Industrial Revolution 4.0

The Impact of Google Classroom in Character Education Based on Tabe Culture in the Era of Industrial Revolution 4.0

From Rags to “Rich as Rockefeller”: Portrayals of Class Mobility in Newbery Titles

Elementary School Students' Character Conditions During Online Learning

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