Literaturnachweis - Detailanzeige
Autor/in | Haeseler, Lisa Ann |
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Titel | Biblio-Therapeutic Book Creations by Pre-Service Student Teachers: Helping Elementary School Children Cope |
Quelle | In: Journal of Instructional Psychology, 36 (2009) 2, S.113-118 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0094-1956 |
Schlagwörter | Elementary School Teachers; Childrens Literature; Student Teachers; Graduate Students; Student Attitudes; College Graduates; Coping; Bibliotherapy; Empathy; Disabilities; Child Abuse; Grief; Self Concept; At Risk Students; Lesson Plans; Preservice Teacher Education Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Hochschulabsolvent; Hochschulabsolventin; Bewältigung; Bibliotherapie; Empathie; Handicap; Behinderung; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Trauer; Selbstkonzept; Lesson planning; Unterrichtsplanung; Lehramtsstudiengang; Lehrerausbildung |
Abstract | Many elementary school children may cope with difficult life struggles such as disabilities, abuse, loss, and identity issues. This article details original, student generated, biblio-therapeutic book creations and how this genre teaches positive ways for children at-risk to cope with tough life circumstances. Pre-service, elementary college graduate students created their own biblio-therapeutic books in this author's literacy course in order to demonstrate the home to school connection by heightening empathy skills. This author and professor, had students create coping themes they felt most compelled them in their own childhoods and/or were issues they felt needed to be explored in children's literature. Four, biblio-therapy, coping themes are discussed as well as students' originally created, corresponding lesson activities. Student reflections of this emotionally charged project report highly favorable results and are also reviewed. (As Provided). |
Anmerkungen | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |