ERIC Number: ED415157
Record Type: RIE
Publication Date: 1997-Apr
Habits of Goodness. Case Studies in the Social Curriculum: With Case Studies by Six Elementary School Teachers.
Charney, Ruth Sidney
Expanding on Ruth Sidney Charney's ideas in "Teaching Children to Care," this book addresses the question of adding a caring dimension to classroom practice. The book draws on case studies from six elementary classroom teachers as they incorporate some aspect of a caring curriculum to their students. The book is divided into three parts with the case studies portion authored by practicing teachers. Part 1, "The Case Study Process and the Social Curriculum," includes: (1) "Dignifying the Struggle: Teachers as Problem Solvers"; and (2) "Social Curriculum: Shared Assumptions." Part 2, "The Case Studies," contains: (1) "Ritual and Real: Developing Language in a Kindergarten Classroom" (Eileen Mariani); (2) "Getting Underneath: Caring and Sharing Among Fives and Sixes" (Arona McNeill-Vann); (3) "Letting the Spill Grow: Conflict Resolution in a First Grade" (Linda Mathews); (4) "Outer Structures/Inner Supports: Teaching Respect to Fourth and Fifth Graders" (Cathy Jacques); (5) "How Are You Going to Unbore Yourself? Active Learning in the Fifth Grade" (Colette Kaplan); and (6) "Moving the Teacher's Desk: Democracy in a Fifth/Sixth Grade" (Dorothy McCaffrey). Part 3, "Common Insights and Problems," offers: (1) "Common Insights"; (2) "Common Problems"; and (3) "Reflective Practice: A Conclusion of Sorts." An appendix contains a case study outline for teacher use, notes, and 27 references. (EH)
Descriptors: Caregivers, Case Studies, Citizenship, Citizenship Responsibility, Conflict Resolution, Democracy, Educational Philosophy, Elementary Education, Helping Relationship, Qualitative Research
Northeast Foundation for Children, 71 Montague City Road, Greenfield, MA 01301; phone: 413-772-2066; toll-free: 800-360-6332 ($18.50, plus shipping and handling).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A