Seeing Me in You: Teaching Empathy and Learning Courage through Picture Books

被引：1

作者：

Katch, Jane ^{[1
,2
]}

机构：

[1] Univ Chicago, Lab Sch, Chicago, IL 60637 USA

[2] Touchstone Community Sch, Grafton, MA 01519 USA

来源：

SCHOOLS-STUDIES IN EDUCATION | 2018年 / 15卷 / 02期

关键词：

D O I：

10.1086/699889

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：216 / 227

页数：12

共 36 条

[1] TEACHING VISUAL LITERACY THROUGH WORDLESS PICTURE BOOKS
READ, D
SMITH, HM
READING TEACHER, 1982, 35 (08) : 928 - 933
[2] Teaching Creative Dance in Early Childhood Through Picture Books
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JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE, 2025, 96 (01) : 66 - 68
[3] Teaching peace through picture books in a third-grade classroom
Seban, Demet
INTERCULTURAL EDUCATION, 2011, 22 (01) : 115 - 120
[4] Teaching to the National Geography Standards through children's picture books
Marra, DA
JOURNAL OF GEOGRAPHY, 1996, 95 (04) : 148 - 152
[5] Reading picture books with infants and toddlers: learning through language
Nainggolan, Bernard Richard
Gunawan, Wawan
Wirza, Yanty
EDUCATION 3-13, 2024, 52 (03) : 454 - 456
[6] Creating a Context for the Learning of Science Process Skills Through Picture Books
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Monhardt, Rebecca
EARLY CHILDHOOD EDUCATION JOURNAL, 2006, 34 (01) : 67 - 71
[7] Can You See Me Now? Defining Teaching Presence in the Online Classroom Through Building a Learning Community
Jones, Ida M.
JOURNAL OF LEGAL STUDIES EDUCATION, 2011, 28 (01) : 67 - 116
[8] The Effect of Applying Language Picture Books in Reciprocal Teaching on Students' Language Learning Motivations
Chen, Tan-, I
Chung, Hung-Chang
Lin, Shih-Kai
SAGE OPEN, 2023, 13 (04):
[9] I see you. Do you see me? Investigating the representation of diversity in prize winning Australian early childhood picture books
Helen Caple
Ping Tian
The Australian Educational Researcher, 2022, 49 : 175 - 191
[10] I see you. Do you see me? Investigating the representation of diversity in prize winning Australian early childhood picture books
Caple, Helen
Tian, Ping
AUSTRALIAN EDUCATIONAL RESEARCHER, 2022, 49 (01) : 175 - 191

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