{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/92681"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/92681","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Getting to the heart of the matter: conceptualizing character education and using children's literature to promote values in schools","abstract":"This is a study of how character education was conceptualized and enacted by two participating classroom teachers, especially through the use of children's literature to promote values. Data were collected through observations and interviews and analyzed using an inductive, qualitative, case study approach that included descriptive analysis. The research questions included the following: 1) How do two selected teachers define and conceptualize character education? 2) What values do they highlight in character education instruction and how do they define them? 3) How do they implement character education in their teaching instruction, including how children’s literature is selected and used as part of this pedagogical implementation? and 4) How do they see character education affecting their students? Findings indicated four key components of Lois' character education instruction: relationships and community, mindful decision-making, the value of talk, and relevance. Findings also indicated five key components of Kathryn’s character education instruction: relationships and community, taking a questioning approach, the value of talk, relevance, and feelings. Though not a comparative study, connections were seen across both teachers. Implications include the importance of trusting relationships and community, the value of talk and discussions, a willingness of teachers to take a critical thinking approach, teachers being reflective and mindful, and taking an in-depth look at whose values are being talked about and whose are being ignored within character education.","abstract_html":"This is a study of how character education was conceptualized and enacted by two participating classroom teachers, especially through the use of children's literature to promote values. Data were collected through observations and interviews and analyzed using an inductive, qualitative, case study approach that included descriptive analysis. The research questions included the following: 1) How do two selected teachers define and conceptualize character education? 2) What values do they highlight in character education instruction and how do they define them? 3) How do they implement character education in their teaching instruction, including how children’s literature is selected and used as part of this pedagogical implementation? and 4) How do they see character education affecting their students? Findings indicated four key components of Lois' character education instruction: relationships and community, mindful decision-making, the value of talk, and relevance. Findings also indicated five key components of Kathryn’s character education instruction: relationships and community, taking a questioning approach, the value of talk, relevance, and feelings. Though not a comparative study, connections were seen across both teachers. Implications include the importance of trusting relationships and community, the value of talk and discussions, a willingness of teachers to take a critical thinking approach, teachers being reflective and mindful, and taking an in-depth look at whose values are being talked about and whose are being ignored within character education.","abstract_has_math":false,"creators":["Williams, Morgan Taylor"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Möller, Karla J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-11-10T17:49:16Z","date_published":"2016-11-10T17:49:16Z","updated_at":"2026-07-22T22:26:35Z","subjects":["Character education","children's literature","character values"],"languages":["en"],"rights":["Copyright 2016 Morgan Williams"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/92681","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Möller, Karla J."]},{"key":"dc:creator","label":"Author","values":["Williams, Morgan Taylor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-11-10T17:49:16Z","2016-07-22","2016-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Character education","children's literature","character values"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Morgan Williams"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/92681"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This is a study of how character education was conceptualized and enacted by two participating classroom teachers, especially through the use of children's literature to promote values. Data were collected through observations and interviews and analyzed using an inductive, qualitative, case study approach that included descriptive analysis. The research questions included the following: 1) How do two selected teachers define and conceptualize character education? 2) What values do they highlight in character education instruction and how do they define them? 3) How do they implement character education in their teaching instruction, including how children’s literature is selected and used as part of this pedagogical implementation? and 4) How do they see character education affecting their students? Findings indicated four key components of Lois' character education instruction: relationships and community, mindful decision-making, the value of talk, and relevance. Findings also indicated five key components of Kathryn’s character education instruction: relationships and community, taking a questioning approach, the value of talk, relevance, and feelings. Though not a comparative study, connections were seen across both teachers. Implications include the importance of trusting relationships and community, the value of talk and discussions, a willingness of teachers to take a critical thinking approach, teachers being reflective and mindful, and taking an in-depth look at whose values are being talked about and whose are being ignored within character education.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","The student, Morgan Williams, accepted the attached license on 2016-07-21 at 19:51.","The student, Morgan Williams, submitted this Thesis for approval on 2016-07-21 at 20:05.","This Thesis was approved for publication on 2016-07-22 at 11:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10067 on 2016-11-09 at 10:26:08","Made available in DSpace on 2016-11-10T17:49:16Z (GMT). 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The research questions included the following: 1) How do two selected teachers define and conceptualize character education? 2) What values do they highlight in character education instruction and how do they define them? 3) How do they implement character education in their teaching instruction, including how children’s literature is selected and used as part of this pedagogical implementation? and 4) How do they see character education affecting their students? Findings indicated four key components of Lois' character education instruction: relationships and community, mindful decision-making, the value of talk, and relevance. Findings also indicated five key components of Kathryn’s character education instruction: relationships and community, taking a questioning approach, the value of talk, relevance, and feelings. Though not a comparative study, connections were seen across both teachers. Implications include the importance of trusting relationships and community, the value of talk and discussions, a willingness of teachers to take a critical thinking approach, teachers being reflective and mindful, and taking an in-depth look at whose values are being talked about and whose are being ignored within character education.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-11-09 without embargo terms","The student, Morgan Williams, accepted the attached license on 2016-07-21 at 19:51.","The student, Morgan Williams, submitted this Thesis for approval on 2016-07-21 at 20:05.","This Thesis was approved for publication on 2016-07-22 at 11:09.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10067 on 2016-11-09 at 10:26:08","Made available in DSpace on 2016-11-10T17:49:16Z (GMT). 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