Journal of Character Education

Vol. 12 #2

Edited by:
Jacques S. Benninga, California State University, Fresno
Marvin W. Berkowitz, University of Missouri—St. Louis

A volume in the series: Journal of Character Education. Editor(s): Jacques S. Benninga, California State University, Fresno. Marvin W. Berkowitz, University of Missouri—St. Louis.

Published 2016

The Journal of Character Education is the only professional journal in education devoted to character education. It is designed to cover the field—from the latest research to applied best practices. We include original research reports, editorials and conceptual articles by the best minds in our field, reviews of latest books, and other relevant strategies and manuscripts by edu-cators that describe best practices in teaching and learning related to character education. The Journal of Character Education has for over a decade been the sole scholarly journal focused on research, theory, measurement, and practice of character education. This issue includes four em-pirical articles and a practitioner’s voice section. Topics covered in this issue include different approaches to character education in the classroom (e.g., after school, reading strategies), applications to cheating, and teacher preparation.

CONTENTS

INTRODUCTION
Editors’ Introduction, Marvin W. Berkowitz and Jacques S. Benninga

VOICES
Hyde in Brief, The Hyde School

The 2016 “Sandy Award” Conferral, Becky Sipos

Gauld’s Speech Accepting the “Sandy Award,” Joe Gauld

ARTICLES
Exploring Associations of Character Profiles and Out-of-School Time Activities among Children and Adolescents, Jennifer Shubert, Laura Wray-Lake, Aaron Metzger, and Amy K. Syvertsen

A Broad Character Education Approach for Addressing America’s Cheating Culture, Shelby Clark and Madora Soutter

The Benefits of Interactive Read-Alouds to Address Social-Emotional Learning in Classrooms for Young Children, Shelby Britt, Jessica Davis, Julia Wilkins, and Amy Bowlin

The Impact of Developmentally-Based Preservice Teacher Education on Teachers’ Knowledge, Self-Efficacy, and Sustained Engagement in Moral Education, Deborah W. Powers and Larry Nucci