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Journal of Moral Education Volume 25, 1996 - Issue 3
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Original Articles

Using Moral Dilemmas in Children's Literature as a Vehicle for Moral Education and Teaching Reading Comprehension

Lindsay Clare University of California, Los Angeles, USA
,
Ronald Gallimore University of California, Los Angeles, USA
&
G. Genevieve Patthey‐Chavez University of California, Los Angeles, USA
Pages 325-341 | Published online: 02 Jul 2007

Citations (15)

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Read on this site (7)

Alkis Kotsonis. (2022) Social media as inadvertent educators. Journal of Moral Education 51:2, pages 155-168.
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Christina Parker & Kathy Bickmore. (2021) Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships. Journal of Moral Education 50:4, pages 471-493.
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Mei-Yee Wong. (2021) Beyond asking ‘should’ and ‘why’ questions: Contextualised questioning techniques for moral discussions in moral education classes. Journal of Moral Education 50:3, pages 368-383.
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JudithT. Lysaker, Clare Tonge, Darren Gauson & Angela Miller. (2011) Reading and Social Imagination: What Relationally Oriented Reading Instruction Can Do for Children. Reading Psychology 32:6, pages 520-566.
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Richard Harris & Mary Ratcliffe. (2005) Socio-scientific issues and the quality of exploratory talk—what can be learned from schools involved in a ‘collapsed day’ project?. The Curriculum Journal 16:4, pages 439-453.
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Lauren Binnendyk & KimberlyA. Schonert-Reichl. (2002) Harry Potter and Moral Development in Pre-adolescent Children. Journal of Moral Education 31:2, pages 195-201.
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J. Mark Halstead & Monica J Taylor. (2000) Learning and Teaching about Values: A review of recent research. Cambridge Journal of Education 30:2, pages 169-202.
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Articles from other publishers (8)

Celia Fernández-Sanz, Carlos Romero-Rivas & Sara Rodriguez-Cuadrado. (2022) Child, would you sacrifice yourself? A study on the Foreign Language Effect in children. Bilingualism: Language and Cognition, pages 1-10.
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Crystena A. H. Parker-ShandalCrystena A. H. Parker-Shandal. 2022. Restorative Justice in the Classroom. Restorative Justice in the Classroom 39 80 .
Gülseren SAĞSÖZ. (2020) Resimli Çocuk Kitaplarının Barış Eğitimi Bileşenlerinden “Kültürel Farkındalık” Bileşeni Açısından İncelenmesiExamination of Children’s Picture Books with A Specific View to “Cultural Awareness” as a Peace Education Component. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi 37:1, pages 24-46.
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Paul Deane, Swapna Somasundaran, René R. Lawless, Hilary Persky & Colleen Appel. (2019) The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative. ETS Research Report Series 2019:1, pages 1-78.
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Peter Admirand. (2017) Should we still teach a beautiful novel by a racist author?. International Journal of Ethics Education 3:1, pages 75-88.
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Judith Lysaker & Tiffany Sedberry. (2015) Reading difference: picture book retellings as contexts for exploring personal meanings of race and culture. Literacy 49:2, pages 105-111.
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Tachelle Banks. (2014) From Deficit to Divergence: Integrating Theory to Inform the Selection of Interventions in Special Education. Creative Education 05:07, pages 510-518.
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Judith Lysaker & Clare Tonge. (2013) Learning to Understand Others Through Relationally Oriented Reading. The Reading Teacher 66:8, pages 632-641.
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