ACCEPTANCE LETTER. Dear Author(s),

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1 PJ-9FE9M 9 December 2016 ACCEPTANCE LETTER Dear Author(s), We are pleased to inform you that your paper, Entitle: 'ELEMENTARY SCHOOL TEACHERSà  ½ COMPETENCIES OF CHARACTER EDUCATION' Author(s): ARITA MARINI has been accepted for publication in PONTE Journal after the peer-review process. It will be published in an upcoming issue (Vol. 72, Issue 12) and available on the PONTE Journal website. Also the DOI link of your paper is: Thank you for submitting your paper to this journal. PONTE Multidisciplinary Journal mail@pontejournal.net Website:

2 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research ELEMENTARY SCHOOL TEACHERS COMPETENCIES OF CHARACTER EDUCATION ARITA MARINI (Department of Elementary School Teacher Education, Faculty of Education, The State University of ABSTRACT The purpose of this research is to find out the elementary school teachers competences of character education in the Province of DKI Jakarta in Indonesia. These competences are related to implementation of 2013 curriculum. This survey research was carried out at elementary schools using 2013 curriculum in Jakarta. Data collection about elementary school teachers competences of giving character education based on 2013 curriculum was done by observing 10 elementary schools using 2013 curriculum, distributing questionnaires to 222 respondents consisting elementary school teachers and students, and interviewing the teachers. Observations of character education implementation were done in teaching learning process, character values integration in school culture and extracurricular activities, and society involvement to promote character education. The result of study shows that the mean score of teachers competences to implement character education based on 2013 curriculum based on questionnaires distributed to 222 respondents consisting of teachers and students at elementary schools in Jakarta is 3.02 based on interval from 1 to 4 or achievement of theoretical maximum score is 75.5 % meaning that it is good enough. Furthermore, the mean score of teachers competences to implement character education based on 2013 curriculum in teaching learning process based on observation done to 15 teachers at 10 elementary schools in Jakarta is 2.87 based on interval from 1 to 3 or achievement of theoretical maximum score is %. It means that score of teachers competences to implement character education based on 2013 curriculum in teaching learning process is % based on observation done to 15 teachers at 10 elementary schools in Jakarta. It can be concluded that elementary school teachers competences of giving character education based on 2013 curriculum in the Province of DKI Jakarta in Indonesia are good. Keywords: teachers competences, character education and character values integration 1. INTRODUCTION Character problem in Indonesia has to be paid attention seriously because of globalization era leading to multicultural civilization. This condition demands Indonesians competencies to adapt with surrounding environment selectively without loosing our identity. System of basic education in Indonesia is still not only focusing on cognitive aspect but also attitude and skill aspects. In fact, character value hasn t been integrated systemically in teaching learning process, school culture, extracurricular, and community involvement at elementary schools. Many efforts have been done related to character building on the basis of scientific knowledge and evaluating the effect of character education on students (Berkowitz, M. W & Bier, M. C.,2004). This study shows the general principles of effective practice for practitioners and policy makers at character building based elementary schools. However, effectiveness of character building depends on the teachers in implementing character education. Implementation of character education will be effective if it is given appropriately by teachers at elementary schools. 190

3 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research The study done by Milson, A. J. and Mehlig, L. M. (2002) shows that teachers at elementary school believe about most of basic education aspects and have more efficacy feeling to character education. This study gives method to develop elementary school teachers competencies of character building at school. Furthermore, this study shows that elementary school teachers were not well trained, prepared, or competent in giving character education so that they were not sure what they have to do as character educator. The purpose of this research to find out the elementary school teachers competences of character education in the Province of DKI Jakarta in Indonesia. These competences are related to implementation of 2013 curriculum. This research is also done to know whether elementary school teachers have implemented character education optimally. 2. LITERATURE REVIEW Study about character building done by Sarros, James C & Cooper, Brian K (2006) shows that character building has to be done through three phases. In the first phase, it is to know morally involving moral awareness and reason and to determine a series of appropriate action. In the second phase, it is moral feeling related to do the right things. Moral feeling consists of moral feeling about right and wrong action, self esteem, emphaty, and low profile. In the third phase, it is moral action related to the action together with competences and willingness. Character building is development of personal integrity consisting of belief and fundamental attitudes of individual. There are many efforts done related to the character building based on scientific knowledge and evaluating the effect of character education on students (Berkowitz, M. W & Bier, M. C.,2004). This study shows that general principles of effective practice provided for practitioners and decision makers at character building based school. This study found that one of the critical factors in character education effectiveness is loyalty to implement it. Effective character education needs trust in implementing it so that educators are necessary to keep that trust. However, character building effectiveness really depends on the teacher in implementing character education. Character education will be effective if the teachers give it appropriately at elementary schools. Study conducted by Milson, A. J. and Mehlig, L. M. (2002) shows that elementary school teacher believes about most of basic education aspects and having more efficacy on character education. This study found the method to improve elementary school teachers competencies for character building at schools. This study shows that most of elementary school teachers has high efficacy level for character education. However, elementary school teachers have less training to teach character education so that they are not sure about whwat to do as character educators. Study carried out by W. G. Thompson (2002) found that there is a positive effect of character education on student behavior. This study recommends that character education should be implemented as an integral part of the curriculum at elementary schools. Teaching learning process should be on the basis of character education and the teachers play an important role as a good character model for the students. Students at elementary schools should be involved in hands-on service activities of the character contributing to the school and society in general. These character activities as a part of character education can help to improve the student behavior as a whole. The study conducted at 681 elementary schools in California by Benninga, J. S.,; Berkowitz, M. W.; Kuehn, P.; and Smith, K. (2003) found that schools implementing higher character education also have higher academic achievement. The character educations implemented were schools promoting positive social relationship between schools and 191

4 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research parents, teachers giving moral development for students by modeling fairness, equity, caring, and respect, and finally schools ensuring safety and cleanliness continously. 3. METHODOLOGY This survey research was carried out at elementary schools using 2013 curriculum in Jakarta. Data collection about elementary school teachers competences of giving character education based on 2013 curriculum was done by observing 10 elementary schools using 2013 curriculum, distributing quesionnaires to 222 respondents consisting elementary school teachers and students, and interviewing the teachers. Observation of character education implementation in teaching learning process was done by observing character value integration in teaching learning process. Implementation of character education in teaching learning process was observed through: (1) lesson plan; (2) learning process; and (3) learning evaluation. Observation of the lesson plan was through indicators, objectives, teaching material, method, media, and evaluation instruments. Learning process was observed from preparation, beginning, core, and closing activities of learning consisting of cognitive, affective and psychomotor aspects. Learning evaluation was observed from procedure and type of evaluation involving character evaluation. Data about character education implementation of school culture was collected through observation and interviewing. Integration of character value in school culture was found out by observing the way of teachers implementing character value in educational climate through habit in daily activities in school culture. These integrations was observed through discipline, religion, honesty, school vision and mission, school program, clean and healthy lives, queueing culture, and saving culture. Discipline culture was found out by observing students precences, students participation in flag ceremony and students discipline in teaching learning process. Religious culture was found out by observing students doing greeting, smiling, saying hello, worship and doing prayer together with other students. Honesty attitude was found by observing activities at school to improve the students honesty by establishing honesty canteen, honesty watch, and self assesment. School vision and mission was observed about character value loaded. School program was observed about socialization of character education, symbolization of character load, and image building loaded by character value. Clean and healthy lives was observed about students littering in place and caring of school environment. Queueing culture was observed about students patience to queue in doing school activities. Saving culture was found out by observing saving culture of the students at schools so that they behaved economically. Observation was also done about teachers communicating and reporting of students character development to their parents. School self evaluation related to the character education done periodically and sustainably, strength, and weaknesses. Observation was done related to school reporting the result of development and implementation about character education at schools to educational office at district level. Data about character value integration in extracurricular activities was found out by observing the way of the teachers implementing character education in extracurricular activities through: (1) development; (2) social values; (3) recreative values; and (4) career preparation. Observation was done related to extracurricular activities developing students competences and creativity suitable with students potencies, talents, and interests. Observation was also found out related to extracurricular activities developing students competences and social responsibility. Recreative activities were done by observing extracurricular activities developing relax, fun, and happy situation for students encouraging 192

5 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research developing process. Career preparation was found out by observing extracurricular activities developing students career readiness. Observation and interview were done to find out character value by involving the society roles through: (1) identification and classification of the problem; (2) type of positive character maintained; (3) nurturing steps; (4) program socialization of society roles; (5) collaboration implementation of students character nurturing; (6) integrated students character reinforcement; and (7) monitoring and evaluation of character nurturing by society participation. Observation and interview were also done to know about: (1) supports of parents, family, and society to implement character education for students suitable with core values developed; (2) communication done intensively by parents, family, and society to develop character values suitable with school programs; (3) conducive situation created by parents, family, and society for students to give reinforcement based on learning experiences at schools; (4) examples given by parents, family, and society to implement character developed at school and at home; (5) supervision done by parents, family, and society about character education activities at schools and at home. 4. RESULTS Descriptive statistics of questionnaires filled by 222 respondents consisting of teachers and students at 10 elementary schools (SDN Menteng 03, SDN Gondangdia 01, SDN Rawajati 08 Pagi, SD Islam Al Azhar 2 Pasar Minggu, SDS Tunas Karya I, SDN Cilincing 02 Pagi, SDS Al Azhar 13, SDN Rawamangun 12, SDN Cengkareng Timur 21 Pagi, SDN Cengkareng Barat 11) can be shown in Table 1. Table 1. Descriptive Statistics of Teachers Competences to Implement Character Education Based on 2013 Curriculum Types of Descriptive Statistics Scores Mean 3.02 Standard error of mean Median 3 Mode 3 Standard Deviation Sample Variance Skewness Standard errof of skewness Range 1 Minimum 3 Maximum 4 Source : Data Survey (2013). Table 1 shows the descriptive statistics of teachers competences to implement character education based on 2013 curriculum. In Table 1, it shows that mean score of teachers competences to implement character education based on 2013 curriculum based on questionnaires distributed to 222 respondents consisting of teachers and students at elementary schools in Jakarta is 3.02 based on interval from 1 to 4 or achievement of theoretical maximum score is 75.5 %. It means that score of teachers competences to implement character education based on 2013 curriculum is 75.5 % based on 222 respondents at 10 elementary schools in Jakarta. Scores of 222 respondents based on questionnaires distributed to 222 respondents at 10 elementary schools in Jakarta can be shown in frequency distribution in Table 2. Table 2 shows that 97.7 % of teachers competences to implement character education based on 2013 curriculum were good and 2.3 % were excellent. 193

6 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research Table 2. Frequency Distribution of Teachers Competences to Implement Character Education Based on 2013 Curriculum No Scores Frequency (fi) Relative frequency (%) Cumulative frequency (%) Total Source : Data Survey (2013). Descriptive statistics of teachers competences to implement character education based on 2013 curriculum in teaching learning process based on observation done to 15 teachers at 10 elementary schools in Jakarta shown in Table 3 Table 3. Descriptive Statistics of Teachers Competences to Implement Character Education Based on 2013 Curriculum in Teaching Learning Process Types of Descriptive Statistics Scores Mean 2.87 Standard error of mean Median 3 Mode 3 Standard Deviation Sample Variance Skewness Standard errof of skewness Range 1 Minimum 2 Maximum 3 Source : Data Survey (2013). Table 3 shows the descriptive statistics of teachers competences to implement character education based on 2013 curriculum in teaching learning process. In Table 3, it shows that mean score of teachers competences to implement character education based on 2013 curriculum in teaching learning process based on observation done to 15 teachers at 10 elementary schools in Jakarta is 2.87 based on interval from 1 to 3 or achievement of theoretical maximum score is %. It means that score of teachers competences to implement character education based on 2013 curriculum in teaching learning process is % based on observation done to 15 teachers at 10 elementary schools in Jakarta. Scores of observation done to 15 teachers at 10 elementary schools in Jakarta can be shown in frequency distribution in Table 4. Table 4 shows that 13.3 % teachers competences to implement character education based on 2013 curriculum in teaching learning process were very good and 86.7 % were excellent. Table 4. Frequency Distribution of Teachers Competences to Implement Character Education Based on 2013 Curriculum in Teaching Learning Process No Scores Frequency (fi) Relative frequency (%) Total Source : Data Survey (2013). Cumulative frequency (%) Based on the observation done to 15 teachers at 10 elementary schools using 2013 curriculum in Jakarta, teaching style of the teachers, class situation, teaching material or learning sources used to give character values had the lowest mean as many as Some of the teaching styles observed were monotonous, less fun class situation, only one learning source used, less feedback, and less display of students works. 194

7 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research Most of students observed at 10 elementary schools using 2013 curriculum in Jakarta were present, suitable with code of conduct, and participated at flag ceremony. Students discipline at schools was recorded in journal by the teachers. Students come to school with good time discipline because school gate is closed when flag ceremony and teaching learning process are carried out. 5. DISCUSSION Observation about religious activities found that most of students did greeting, smiling, saying hello, and praying together with other students. Religious behaviours are shown by some of the teachers give greetings to the students at the school fence as habit activities. Before starting the teaching learning process, the students lead the prayer in front of the class. The slogan of 5S (Sapa, Salam, Senyum, Sopan, Santun) shown in figure 1 is displayed at school. Source : Data Survey (2013). Fig.1 The slogan of 5 S Honesty attitudes were observed by school programs held to improve the students honesty. Some schools build honesty canteen where the students take what they want and pay by themselves without supervision. Honesty watch in class done by some schools where the students rotate the clockwise by themselves according to their time presence. Students honesty was also observed when the exam lasting. Some schools also build the place lost and found to improve the students habit to give everything back if they found them accidentally. Honest friday was usually done by some schools that cooperation with self service. Observation was done related to the school vision and mission involving character values developed by schools. The vision and mission of some schools have already involved character values. Some schools observed have already carried out programs with socialization of character education inside class and outside class, symbolization of character values at schools, and develop school image based on character values. Clean and healthy lives were found out by observing the students littering in place showing the students taking care of school environment. Some schools have developed clean lives education through symbolization, differentiating organic and inorganic trash, providing 195

8 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research trash can and wash stand, and community service once a week. The students were trained to do the cleanliness at schools and live healthily. Some schools got the predicate of healthy school. Queueing culture at most of the schools was shown that the students queueing to pray, buy food at canteen, washing hands at wash stand, enter the class, and go back from schools. Saving culture of students at some school was done by cooperating with government or private banks, promoting economical lives and provision food from home. Some schools give report of students character development to their parents. Some schools pray together every Friday. All of school never report the character education implementation to education office in Jakarta. Extracurricular activities at some schools were done suitable with students potencies, talents, and interests. Every student in these activities helps each other, is tolerant, and works as teams. These activities were done with relax situation, fun, an happy for students. The students did all of these activities with responsibility. Some schools carried out development of career readiness. Observation of society involvement at school to implement character education shows that there is no character education success indicators as school target. Types of positive characters promoted at schools are social responsibility and care. Profession of society at some schools is to give counseling about character building to the students. Each month, society give counseling about the danger of drugs. Society at some schools did reinforcement of integrated students character in teaching learning process and extra curricular activities. However, monitoring and evaluation of character building through society involvement hasn t been done. Observation of parents, family, and society gave supports to character education for students suitable with core values developed. Furthermore, parents, family, and society did intensive communication with schools to develop character values suitable with school program through connecting book between parents and schools. Parents at most of the schools gave reinforcement based on learning experiences at schools by monitoring character values promoted at schools. Tolerance and mutual respects at most of the schools were character implementation developed at schools. Parents, family, and society at some schools did controlling of character education carried out at school and home by checking report at connecting books. 6. CONCLUSION Based on the score of teachers competences to implement character education based on 2013 curriculum at 10 elementary schools is 3.02 based on interval from 1 to 4 or achievement of theoretical maximum score is 75.5 % showing that it is good enough. The score of teachers competences to implement character education based on 2013 curriculum in teaching learning process is % showing that it is almost excellent. It can be concluded that elementary school teachers competences of giving character education based on 2013 curriculum in the Province of DKI Jakarta in Indonesia are good. 7. ACKNOWLEDGEMENTS This study is dedicated to the The State University of Jakarta, Indonesia that has been providing assistance funding for this research. 196

9 Vol. 72 No. 12 Dec 2016 International Journal of Sciences and Research REFERENCES Berkowitz, M. W. & Bier, M. C Research-Based Character Education. The Annals of the American Academy of Political and Social Science, 591, Benninga, J. S.,; Berkowitz, M. W.; Kuehn, P.; & Smith, K The relationship of character education implementation and academic achievement in elementary schools. Journal of Research in Character Education, 1(1), 2003, pp Berkowitz, M. W. & Bier, M. C Research-Based Character Education. The Annals of the American Academy of Political and Social Science, 591, Marini, A Management of Primary Schools in District Setiabudi. Jakarta. Independent Research. Marini, A Study Elementary Teacher Competence In Providing Character Education Based On The Curriculum in 2013 in Indonesia. Jakarta. PMK-RI research. Milson, A. J. & Mehlig, L. M Elementary School Teachers Sense of Efficacy for Character Education. The Journal of Educational Research, 96(1), Sarros, J. C. & Cooper, B. K Building Character: A Leadership Essential. Journal of Business and Psychology, 21(1), 1-22, doi: /sl Thompson, W. G The effects of character education on student behavior. Electronic Theses and Dissertations. Paper

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13 ARCHIV FUR DAS STUDIUM DER NEUEREN SPRACHEN UND LITERATUREN ERICH SCHMIDT VERLAG GERMANY Multi-Language ARCHIV FUR GESCHICHTE DER PHILOSOPHIE WALTER DE GRUYTER GMBH GERMANY Multi-Language ARCHIV FUR MUSIKWISSENSCHAFT FRANZ STEINER VERLAG GMBH GERMANY Multi-Language ARCHIV FUR REFORMATIONSGESCHICHTE-ARCHIVE FOR REFORMATION HISTORY GUTERSLOHER VERLAGSHAUS GERMANY Multi-Language ARCHIV FUR SOZIALGESCHICHTE VERLAG J H W DIETZ NACHF GERMANY German Archiv Orientalni ORIENTAL INST CZECH ACAD SCI CZECH REPUBLIC English ARCHIVE FOR HISTORY OF EXACT SCIENCES SPRINGER GERMANY Multi-Language Archive for the Psychology of Religion-Archiv fur Religionspsychologie BRILL ACADEMIC PUBLISHERS NETHERLANDS Multi-Language Archives and Records-The Journal of the Archives and Records Association ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English ARCHIVES OF AMERICAN ART JOURNAL SMITHSONIAN INST, ARCHIVES AMER ART UNITED STATES English ARCHIVES OF NATURAL HISTORY EDINBURGH UNIV PRESS ENGLAND English ARCHIVIO STORICO ITALIANO CASA EDITRICE LEO S OLSCHKI ITALY Multi-Language Archivo Espanol de Arqueologia CONSEJO SUPERIOR DE INVESTIGACIONES CIENTIFICAS SPAIN Spanish ARCHIVO ESPANOL DE ARTE ARCHIVO ESPANOL DE ARTE SPAIN Spanish ARETHUSA JOHNS HOPKINS UNIV PRESS UNITED STATES English Argos UNIV SIMON BOLIVAR VENEZUELA Spanish Argumentation SPRINGER X NETHERLANDS English Arheoloski Vestnik INST ARHEOLOSKI SLOVENSKA ACAD SCI ARTS SLOVENIA Slovenian ARIEL-A REVIEW OF INTERNATIONAL ENGLISH LITERATURE ARIEL UNIV CALGARY CANADA English ARION-A JOURNAL OF HUMANITIES AND THE CLASSICS BOSTON UNIV UNITED STATES English ARKANSAS HISTORICAL QUARTERLY ARKANSAS HISTORICAL ASSOC UNITED STATES English Arms & Armour MANEY PUBLISHING ENGLAND English ARQ PONTIFICIA UNIV CATOLICA CHILE, ESCUELA ARQUITECTURA CHILE Spanish arq-architectural Research Quarterly CAMBRIDGE UNIV PRESS ENGLAND English Arquitetura Revista EDITORA UNISINOS BRAZIL Portuguese ARS Orientalis SMITHSONIAN INST, FREER GALLERY ART UNITED STATES English ART BULLETIN ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD UNITED STATES English ART HISTORY WILEY-BLACKWELL ENGLAND English ART IN AMERICA BRANT PUBL, INC UNITED STATES English ART JOURNAL TAYLOR & FRANCIS INC UNITED STATES English Arte Individuo y Sociedad UNIV COMPLUTENSE MADRID, SERVICIO PUBLICACIONES SPAIN Spanish ARTFORUM INTERNATIONAL ARTFORUM UNITED STATES English Arthuriana SCRIPTORIUM PRESS UNITED STATES English Arti Musices CROATIAN MUSICOLOGICAL SOC CROATIA Croatian ARTIBUS ASIAE ARTIBUS ASIAE SWITZERLAND English Artibus et Historiae IRSA PUBLISHING HOUSE POLAND Multi-Language ARTMargins MIT PRESS UNITED STATES English ARTNEWS ARTNEWS ASSOC UNITED STATES English ARTS OF ASIA ARTS ASIA PUBLICATIONS LTD PEOPLES R CHINA English Asclepio-Revista de Historia de la Medicina y de la Ciencia CONSEJO SUPERIOR DE INVESTIGACIONES CIENTIFICAS SPAIN Spanish Asian Ethnology NANZAN UNIV, NANZAN INST RELIGION & CULTURE JAPAN English ASIAN MUSIC SOC ASIAN MUSIC DEPT ASIAN STUDIES UNITED STATES English ASIAN PHILOSOPHY ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English Asian Studies Review ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English ASIAN THEATRE JOURNAL UNIV HAWAII PRESS UNITED STATES English Atalante-Revista de Estudios Cinematograficos ASOC CINEFORUM L ATALANTE SPAIN Spanish Atene e Roma-Nuova Serie Seconda CASA EDITRICE F LE MONNIER ITALY Italian Atenea UNIV CONCEPCION, BIBLIOTECA CENTRAL CHILE Spanish ATHENAEUM-STUDI PERIODICI DI LETTERATURA E STORIA DELL ANTICHITA NEW PRESS SNC ITALY Multi-Language Atlantis-Journal of the Spanish Association of Anglo-American Studies ASOC ESPANOLA ESTUDIOS ANGLO-NORTEAMERICANOS-AEDEAN SPAIN English Aula Orientalis EDITORIAL AUSA SPAIN Multi-Language AUMLA-JOURNAL OF THE AUSTRALASIAN UNIVERSITIES LANGUAGE AND LITERATURE ASS AUMLA AUSTRALIA English Australasian Drama Studies LATROBE UNIV AUSTRALIA English AUSTRALASIAN JOURNAL OF PHILOSOPHY ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English AUSTRALIAN ARCHAEOLOGY AUSTRALIAN ARCHAEOLOGICAL ASSOC INC AUSTRALIA English AUSTRALIAN HISTORICAL STUDIES ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD X AUSTRALIA English AUSTRALIAN JOURNAL OF FRENCH STUDIES LIVERPOOL UNIV PRESS AUSTRALIA Multi-Language Australian Journal of Linguistics ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD AUSTRALIA English AUSTRALIAN JOURNAL OF POLITICS AND HISTORY WILEY-BLACKWELL AUSTRALIA English AUSTRALIAN LITERARY STUDIES UNIV QUEENSLAND AUSTRALIAN LITERARY STUDIES AUSTRALIA English Austrian History Yearbook CAMBRIDGE UNIV PRESS UNITED STATES English Austrian Studies MODERN HUMANITIES RESEARCH ASSOCIATION ENGLAND English 3 of 29

14 AUT AUT GRUPPO EDITORIALE SAGGIATORE ITALY Italian AVANT SCENE OPERA AVANT-SCENE OPERA FRANCE French Axiomathes SPRINGER NETHERLANDS English Ayer ASSOC HISTORIA CONTEMPORANEA & MARCIAL PONS, EDICIONES HISTORIA, S A SPAIN Spanish Azania-Archaeological Research in Africa ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD X ENGLAND Multi-Language Babel-Revue Internationale de la Traduction-International Journal of Translation JOHN BENJAMINS PUBLISHING COMPANY NETHERLANDS Multi-Language BACH RIEMENSCHNEIDER BACH INST UNITED STATES English BALLET REVIEW DANCE RESEARCH FOUNDATION, INC UNITED STATES English BEITRAGE ZUR GESCHICHTE DER DEUTSCHEN SPRACHE UND LITERATUR WALTER DE GRUYTER GMBH GERMANY Multi-Language Belleten TURK TARIH KURUMU TURKEY Multi-Language Ben Jonson Journal EDINBURGH UNIV PRESS X SCOTLAND English Berichte zur Wissenschaftsgeschichte WILEY-V C H VERLAG GMBH GERMANY German BIBLICA BIBLICAL INST PRESS ITALY Multi-Language BIBLIOTHEQUE D HUMANISME ET RENAISSANCE LIBRAIRIE DROZ SA FRANCE Multi-Language BIBLIOTHEQUE DE L ECOLE DES CHARTES LIBRAIRIE DROZ SA SWITZERLAND French BIBLISCHE ZEITSCHRIFT FERDINAND SCHOENINGH GERMANY German BIJDRAGEN TOT DE TAAL- LAND- EN VOLKENKUNDE KITLV PRESS NETHERLANDS Multi-Language BIOGRAPHY-AN INTERDISCIPLINARY QUARTERLY UNIV HAWAII PRESS UNITED STATES English BIOLOGY & PHILOSOPHY SPRINGER NETHERLANDS English Bioscope-South Asian Screen Studies SAGE PUBLICATIONS INDIA PVT LTD X INDIA English Biosemiotics SPRINGER NETHERLANDS English BLACK MUSIC RESEARCH JOURNAL CENTER BLACK MUSIC RESEARCH UNITED STATES English BMGN-The Low Countries Historical Review KONINKLIJK NEDERLANDS HISTORISCH GENOOTSCHAP NETHERLANDS Multi-Language BOLETIN DE LA REAL ACADEMIA ESPANOLA REAL ACAD ESPANOLA SPAIN Spanish Boletin del Museo Chileno de Arte Precolombino MUSEO CHILENO ARTE PRECOLOMBINO CHILE Multi-Language Bollettino di Storia delle Scienze Matematiche FABRIZIO SERRA EDITORE ITALY Multi-Language BOOK COLLECTOR COLLECTOR LTD ENGLAND English BOUNDARY 2-AN INTERNATIONAL JOURNAL OF LITERATURE AND CULTURE DUKE UNIV PRESS UNITED STATES English Britain and the World EDINBURGH UNIV PRESS SCOTLAND English Britannia CAMBRIDGE UNIV PRESS X ENGLAND English British Journal for the History of Philosophy ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English BRITISH JOURNAL FOR THE HISTORY OF SCIENCE CAMBRIDGE UNIV PRESS X ENGLAND English BRITISH JOURNAL FOR THE PHILOSOPHY OF SCIENCE OXFORD UNIV PRESS ENGLAND English BRITISH JOURNAL OF AESTHETICS OXFORD UNIV PRESS ENGLAND English British Journal of Canadian Studies LIVERPOOL UNIV PRESS ENGLAND Multi-Language British Journal of Middle Eastern Studies ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English British Journal of Music Education CAMBRIDGE UNIV PRESS ENGLAND English British Journal of Religious Education ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English Bronte Studies MANEY PUBLISHING ENGLAND English Bruniana & Campanelliana FABRIZIO SERRA EDITORE ITALY Multi-Language Buddhist Studies Review EQUINOX PUBLISHING LTD ENGLAND English Buildings & Landscapes-Journal of the Vernacular Architecture Forum UNIV MINNESOTA PRESS UNITED STATES English BULGARIAN HISTORICAL REVIEW-REVUE BULGARE D HISTOIRE PUBL HOUSE BULGARIAN ACAD SCI BULGARIA Multi-Language BULLETIN DE CORRESPONDANCE HELLENIQUE DIFFUSION DE BOCCARD FRANCE French BULLETIN HISPANIQUE PRESSES UNIV BORDEAUX FRANCE Multi-Language BULLETIN MONUMENTAL SOC FR ARCHEOLOGIE MUSEE MONUMENT FRANCAIS X FRANCE French BULLETIN OF HISPANIC STUDIES LIVERPOOL UNIV PRESS ENGLAND Multi-Language Bulletin of Spanish Studies ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND Multi-Language BULLETIN OF THE AMERICAN SOCIETY OF PAPYROLOGISTS AMER SOC PAPYROLOGISTS UNITED STATES Multi-Language BULLETIN OF THE COMEDIANTES AUBURN UNIV UNITED STATES Multi-Language BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION UNIV ILLINOIS PRESS UNITED STATES English BULLETIN OF THE HISTORY OF MEDICINE JOHNS HOPKINS UNIV PRESS UNITED STATES English BULLETIN OF THE INSTITUTE OF HISTORY AND PHILOLOGY ACADEMIA SINICA ACAD SINICA-INST HISTORY PHILOLOGY TAIWAN Multi-Language Bulletin of the John Rylands Library MANCHESTER UNIV PRESS ENGLAND English BULLETIN OF THE SCHOOL OF ORIENTAL AND AFRICAN STUDIES-UNIVERSITY OF LONDON CAMBRIDGE UNIV PRESS X ENGLAND English BURLINGTON MAGAZINE BURLINGTON MAG PUBL LTD ENGLAND English BYU Studies Quarterly BRIGHAM YOUNG UNIV UNITED STATES English BYZANTINE AND MODERN GREEK STUDIES MANEY PUBLISHING X ENGLAND English BYZANTINISCHE ZEITSCHRIFT C H BECKSCHE GERMANY Multi-Language CAHIERS DE CIVILISATION MEDIEVALE CENTRE ETUD SUPERIEUR CIV MED FRANCE French CAHIERS DU MONDE RUSSE EDITIONS DE L ECOLE DES HAUTESETUDES EN SCIENCES SOCIALES FRANCE French CAHIERS ELISABETHAINS UNIV MONTPELLIER III-PAUL VALERY FRANCE Multi-Language 4 of 29

15 CAHIERS VICTORIENS & EDOUARDIENS UNIV P MONTPELLIERI III-PAUL VALERY, SERVICES PUBLICATIONS FRANCE Multi-Language CALIFORNIA HISTORY CALIFORNIA HISTORICAL SOC UNITED STATES English CALLALOO JOHNS HOPKINS UNIV PRESS UNITED STATES English CAMBRIAN MEDIEVAL CELTIC STUDIES CMCS, DEPT WELSH ENGLAND English CAMBRIDGE ARCHAEOLOGICAL JOURNAL CAMBRIDGE UNIV PRESS UNITED STATES English Cambridge Classical Journal CAMBRIDGE UNIV PRESS X ENGLAND English Cambridge Opera Journal CAMBRIDGE UNIV PRESS ENGLAND English CAMBRIDGE QUARTERLY OXFORD UNIV PRESS X ENGLAND English CAMERA OBSCURA DUKE UNIV PRESS UNITED STATES English CANADIAN HISTORICAL REVIEW UNIV TORONTO PRESS INC CANADA English Canadian Journal of Film Studies-Revue Canadienne d Etudes Cinematographiques FILM STUDIES ASSOC CANADA CANADA English CANADIAN JOURNAL OF LINGUISTICS-REVUE CANADIENNE DE LINGUISTIQUE UNIV TORONTO PRESS INC CANADA Multi-Language CANADIAN JOURNAL OF PHILOSOPHY ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD CANADA Multi-Language CANADIAN LITERATURE UNIV BRITISH COLUMBIA CANADA Multi-Language Canadian Poetry UNIV W ONTARIO, ENGLISH DEPT CANADA English CANADIAN REVIEW OF AMERICAN STUDIES UNIV TORONTO PRESS INC X CANADA English CANADIAN THEATRE REVIEW UNIV TORONTO PRESS INC X CANADA English CARAVELLE-CAHIERS DU MONDE HISPANIQUE ET LUSO-BRESILIEN PRESSES UNIV MIRAIL FRANCE Multi-Language CATHOLIC BIBLICAL QUARTERLY CATHOLIC BIBLICAL ASSOC AMER UNITED STATES English CATHOLIC HISTORICAL REVIEW CATHOLIC UNIV AMER PRESS UNITED STATES English CEA CRITIC CEA PUBLICATIONS UNITED STATES English CENTAURUS WILEY-BLACKWELL ENGLAND English CENTRAL ASIATIC JOURNAL VERLAG OTTO HARRASSOWITZ GERMANY Multi-Language Central Europe MANEY PUBLISHING ENGLAND English CENTRAL EUROPEAN HISTORY CAMBRIDGE UNIV PRESS UNITED STATES English CERAMICS-ART AND PERCEPTION CERAMIC ART AUSTRALIA English CERAMICS-TECHNICAL CERAMIC ART AUSTRALIA English CESKA LITERATURA CZECH ACAD SCIENCES, INST CZECH LITERATURE CZECH REPUBLIC Multi-Language Change Over Time-An International Journal of Conservation and the Built Environment UNIV PENNSYLVANIA PRESS X UNITED STATES English CHASQUI-REVISTA DE LITERATURA LATINOAMERICANA ARIZONA STATE UNIV UNITED STATES Multi-Language CHAUCER REVIEW PENN STATE UNIV PRESS UNITED STATES English CHICAGO REVIEW CHICAGO REVIEW UNITED STATES English Child Language Teaching & Therapy SAGE PUBLICATIONS LTD ENGLAND English CHILDRENS LITERATURE IN EDUCATION SPRINGER NETHERLANDS English CHINESE STUDIES IN HISTORY ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PEOPLES R CHINA English Christian Bioethics OXFORD UNIV PRESS UNITED STATES English CHURCH HISTORY CAMBRIDGE UNIV PRESS UNITED STATES English CINEASTE CINEASTE UNITED STATES English CINEFORUM FEDERAZIONE ITALIANA CINEFORUM ITALY Italian CINEMA JOURNAL UNIV TEXAS PRESS UNITED STATES English Cinemas d Amerique Latine PRESSES UNIV MIRAIL FRANCE Multi-Language Circulo de Linguistica Aplicada a la Comunicacion UNIV COMPLUTENSE MADRID, SERVICIO PUBLICACIONES SPAIN Spanish CITHARA-ESSAYS IN THE JUDEO-CHRISTIAN TRADITION ST BONAVENTURE UNIV UNITED STATES English CIVIL WAR HISTORY KENT STATE UNIV PRESS UNITED STATES English CLA JOURNAL-COLLEGE LANGUAGE ASSOCIATION COLL LANGUAGE ASSOC UNITED STATES English CLASSICAL ANTIQUITY UNIV CALIFORNIA PRESS UNITED STATES English CLASSICAL BULLETIN XAVIER UNIV DEPT CLASSICS UNITED STATES English CLASSICAL JOURNAL CLASSICAL ASSOC MIDDLE WEST SOUTH, INC UNITED STATES English CLASSICAL PHILOLOGY UNIV CHICAGO PRESS X X UNITED STATES English CLASSICAL QUARTERLY CAMBRIDGE UNIV PRESS ENGLAND English Classical Receptions Journal OXFORD UNIV PRESS ENGLAND English CLASSICAL REVIEW CAMBRIDGE UNIV PRESS X ENGLAND Multi-Language CLASSICAL WORLD CLASSICAL ASSOC ATLANTIC STATES UNITED STATES English CLCWEB-Comparative Literature and Culture PURDUE UNIV PRESS UNITED STATES English CLIO-A JOURNAL OF LITERATURE HISTORY AND THE PHILOSOPHY OF HISTORY INDIANA UNIV-PURDUE UNIV UNITED STATES English Cliometrica SPRINGER HEIDELBERG GERMANY English CoDesign-International Journal of CoCreation in Design and the Arts TAYLOR & FRANCIS LTD ENGLAND English COGNITIVE LINGUISTICS DE GRUYTER MOUTON UNITED STATES English Co-herencia UNIV EAFIT COLOMBIA Spanish Cold War History ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD ENGLAND English COLLEGE COMPOSITION AND COMMUNICATION NATL COUNCIL TEACHERS ENGLISH X UNITED STATES English COLLEGE ENGLISH NATL COUNCIL TEACHERS ENGLISH UNITED STATES English 5 of 29