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Joan Goodman
Professor
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Education
1956: B.A. Radcliffe College, magna cum laude, Phi Beta Kappa
1960: Certificate of Advanced Studies, Harvard School of Education
1963: Ed.D. Harvard School of Education
Areas of Expertise
Early childhood
Moral education
School discipline
Professional Biography
Following a brief stint as a school psychologist, Dr.
Goodman began a 25-year career combining applied psychology with teaching. At
hospitals for children in
Washington,
D.C.,
Oakland,
California,
and
Philadelphia, she carried out
diagnostic evaluations with preschool children, counseled families, and
directed a therapeutic-educational program (out of the Children’s
Hospital of
Philadelphia). For most of these
years, she combined her clinical work with teaching as an adjunct professor at
the Penn Graduate School of Education. In 1988 she became a tenured associate
professor and in 1994 a full professor at Penn GSE.
Dr. Goodman has written widely on the challenges that
preschool children with developmental disabilities present to parents, teachers,
and the science of psychology. She is the author of a book on early
intervention, When Slow Is Fast Enough
(1992); a novel nonverbal assessment instrument, The Goodman Lock Box; and a series of videotapes (with Susan Hoban)
on families raising youngsters with disabilities. She has written more than 40
articles and chapters in the area.
Dr. Goodman received the Lindback Award for Outstanding
Teaching in 1994.
Research Interests and Current Projects
Since 1994, Dr. Goodman’s primary interests have shifted to
moral education, both theoretical and applied. In her more recent writings, she
addresses such questions as: What is a moral value? How do values develop in
children? How do we foster values and, more importantly, a moral identity? How
do we understand and reconcile conflicting values? These issues are the subject
of two books she co-authored with Penn Law Professor Howard Lesnick, The Moral Stake in Education: Contested
Premises and Practices (2001) and Moral
Education: A Teacher-Centered Approach (2004). With Usha Balamore, a
kindergarten teacher turned principal, she co-authored Teaching Goodness: Engaging the Moral and Academic Promise of Young
Children (2003).
Currently Dr. Goodman is looking at school discipline and
its moral underpinnings (or lack thereof). How, for example, are rules
legitimated and what is the justification for punishment? For schools to have
any moral impact on children, the rules and sanctions must be perceived by
students as rightful. Are they? How can we transform the bureaucratized
rule-based disciplinary systems that characterize most public schools, and are resisted
by students, into approaches that command their beliefs, support, and desire to
enforce? Of particular interest is the role that a school’s higher-order
commitments have in captivating the child’s allegiance and the indifference to
schooling that befalls many children when there are no such higher-order
commitments.
Dr. Goodman is also a frequent speaker and consultant to
those interested in developing (or thinking about) moral education programs,
including parents as well as school-based educators.
Courses Taught
EDUC 580: Interactional Processes with Children
EDUC 782, 783: Psychological Assessment
EDUC 564: Values in Education
EDUC 513: Development of the Young Child
EDUC 511: Early Childhood Care
FRSM 128.301: Integrity (freshman seminar)
EDUC 518: Authority, Freedom and Discipline
Selected Publications
Goodman, J. (2007). School discipline, buy in and belief. Ethics and education, 2
Goodman, J. (2006). Students’ choices and moral growth. Ethics and education, 1 (2), 103-115.
Goodman, J. (2006). School discipline in moral disarray. Journal of moral education, 35 (2),
213-230.
Goodman, J., & Lesnick, H. (2004) Moral education: A teacher-centered approach.
Boston:
Pearson.
Goodman, J., & Balamore, U. (2003). Teaching goodness: Engaging the moral and academic promise of young
children.
Boston: Allyn and
Bacon.
Goodman, J., & Lesnick, H. (2001). The moral stake in education: Contested premises and
practices.
New
York: Longman.
Goodman,
J. (2002). Objective truths and the leading of children: A response to Rheta
DeVries, Betty Zan and Carolyn Hildebrandt. Early
Education and Development, 13, 345-349.
Goodman,
J. (2001). Niceness and the limits of rules. Journal of Moral Education, 4, 349-360.
Goodman,
J. (2000). Moral education and early childhood: The limits of constructivism. Early Education and Development, 11,
37-54.
Goodman, J. (1992). When
slow is fast enough.
New York:
Guilford Press.
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