Research proposal on character education

A Proposal for Excellence in Christian Character Education

“the impact of sex education on sexual activity, contraceptive use, and premarital pregnancy among american teenagers. in this regard, the results from the child development program are consistent with the findings of hartshorne and may (1928–1930); namely, character-related behavior and moral behavior tends, to a large extent, to be situationally specific. several studies have shown that schools that seem to have an impact on student character respect students, encourage student participation in the life of the school, expect students to behave responsibly, and give them the opportunity to do so. research programs that have evolved over the past 30 years, although not typically described as moral or character education, have focused on character-related student behavior: sex and drug education. you are interested in presenting at the 2017 forum, please submit your proposal by march 1, 2017. another angle on character education, a number of school-based research projects have investigated the relationship between school atmosphere and student behavior. schools and 6 districts have been designated 2017 state schools/districts of character. in this regard, the results from the child development program are consistent with the findings of hartshorne and may (1928–1930); namely, character-related behavior and moral behavior tends, to a large extent, to be situationally specific. in addition, the newest wave of sex and drug education programs that elicit help from peers, parents, and community in defining and supporting appropriate behavior have been found to be the most effective to date in changing student behavior.” in review of research in social studies education: 1976–1983, edited by w.” paper presented at the annual meeting of the american educational research association, washington, d.

Mobilizing for Evidence-Based Character Education (PDF)

character education in the 1990s is to avoid the “confusion and lack of clear knowledge” that beset character education efforts in the 1920s (yulish 1980), a research base to inform practice must be developed. two recent character education programs that have assessed their effectiveness through controlled research efforts are the weber county character education project and the child development program. during the 1920s and 1930s, virtually every school in america was responding in some way to the educational goal of developing character (mcclellan 1992, yulish 1980). given that the rise of the current character education movement has been prompted largely by adolescent risk-taking behaviors, this focus is somewhat puzzling. current revival of interest in character education, if it is to succeed, will have to successfully address the question of the assessment of program effectiveness. development of a “grand theory” of character education and research based on that theory is a crucial next step in the future of character education. character education inquiry raised serious questions regarding the effectiveness of heavily didactic approaches to character education. “moral atmosphere: an educational bridge between moral judgment and action. character education movement of the first three decades of this century utilized elaborate codes of conduct and group activities in school clubs as the primary means to teach character (mcclellan 1992, mckown 1935). striking similarity to the 1920s, the late 1980s and early 1990s have been a time of feverish activity with regard to character education (lickona 1991, national school boards association 1987).-based sex education that involves schools, parents, and the community in a common effort to encourage responsible sexual behavior appears to have some potential for changing adolescent attitudes and sexual behavior; however, due to the relatively few number of evaluations, caution should be used in attempting to draw generalizations from the data.

Research proposal on character education +The Effects of Character Education on Student Behavior.

The Effectiveness of Character Education Programs in Middle and

schools and the shaping of character: moral education in america, 1607–present. the k–12 program integrates value-based sex education information and activities within regular school subjects. in the first three decades of this century, character education became a major preoccupation. education in the 1980s shifted to the “social influences” strategy. at present, atheoretical thinking and research on character education hampers the effort to develop effective programs. development of a “grand theory” of character education and research based on that theory is a crucial next step in the future of character education. the thomas jefferson center values education project: a survey of administrators in the los angeles unified school district. second character education program that has only informal data on its effectiveness is that of the jefferson center for character education. methods alone—codes, pledges, teacher exhortation, and the like—are unlikely to have any significant or lasting effect on character.” paper presented at the annual meeting of the american educational research association, washington, d. in his seminal review, kirby (1980) concluded that sex education programs generally increase student knowledge about sexuality, change some attitudes—students become more tolerant of the sexual practices of others—but do not change students' values or sexual behavior.

17th National Forum on Character Education

the study assessed the character-related behavior of 10,865 youths, mostly in grades 5 through 8, in 23 communities across the united states, focusing on student deceit and service.” paper presented at the annual meeting of the american educational research association, washington, d. supported by an initial grant from the hewlett foundation, this project implemented a k–6 character education program in three elementary schools. “drug and alcohol education programs: a critical review of outcome studies. also like the 1920s, few of these new character education programs have systematically evaluated their effects on children. “moral atmosphere: an educational bridge between moral judgment and action. second character education program that has only informal data on its effectiveness is that of the jefferson center for character education. supported by an initial grant from the hewlett foundation, this project implemented a k–6 character education program in three elementary schools. rockefeller and housed at teachers college, columbia university, undertook the character education inquiry, the most detailed and comprehensive inquiry to date into the nature of character and the school's role in its development (hartshorne and may 1928–1930). that character is fostered by clear rules—fairly enforced—and by orderly classroom and school environments suggests that discipline is an essential element of moral education. useful theoretical perspective that has some potential for unifying the field of character education is found in the works of individuals as diverse as aristotle, emile durkheim, john rawls, and lawrence kohlberg.

THE DISCOURSE OF CHARACTER EDUCATION Ideology and

today, unlike the beginning of this century, a body of research exists related to the topic of educating for character that can, if utilized and expanded, inform practice and assist in the development of effective programs. the k–12 program integrates value-based sex education information and activities within regular school subjects. the research base for the moral and values education curriculums of this period offers little assistance in planning for character education where changes in student behavior is a central objective. during the 1920s and 1930s, virtually every school in america was responding in some way to the educational goal of developing character (mcclellan 1992, yulish 1980). character education movement of the first three decades of this century utilized elaborate codes of conduct and group activities in school clubs as the primary means to teach character (mcclellan 1992, mckown 1935). program that uses informal evaluation is the american institute of character education in san antonio, texas, which produces character education curriculum materials for grades k–6. the 1950s, character education curriculums had all but disappeared in american schools. of the major educational success stories over the past decade is the use of cooperative learning strategies. in the past 30 years there have been three broad shifts in the approach to drug education. “the effects of school sex education programs: a review of the literature. in his seminal review, kirby (1980) concluded that sex education programs generally increase student knowledge about sexuality, change some attitudes—students become more tolerant of the sexual practices of others—but do not change students' values or sexual behavior.

A Proposal for Excellence in Christian Character Education

Resume for junior assistant

“values clarification research: a study of the etiology of a weak educational research program. several studies have shown that schools that seem to have an impact on student character respect students, encourage student participation in the life of the school, expect students to behave responsibly, and give them the opportunity to do so. education in the 1980s shifted to the “social influences” strategy. rockefeller and housed at teachers college, columbia university, undertook the character education inquiry, the most detailed and comprehensive inquiry to date into the nature of character and the school's role in its development (hartshorne and may 1928–1930). as in the character education inquiry, we need to recognize that classroom differences are the rule, rather than the exception (hartshorne and may 1928)., those interested in character education have long believed that morally inspiring literature should be a part of any character education program. two recent character education programs that have assessed their effectiveness through controlled research efforts are the weber county character education project and the child development program. today, unlike the beginning of this century, a body of research exists related to the topic of educating for character that can, if utilized and expanded, inform practice and assist in the development of effective programs. surprisingly, not one research study has attempted to assess whether reading such literature has the expected effect on character. the influence of cooperative learning methods and just community environments on student character suggests mechanisms by which schools can utilize the dynamics of attachment to groups in a positive pro-character manner. “the impact of sex education on sexual activity, contraceptive use, and premarital pregnancy among american teenagers.

Synthesis of Research / In Search of Effective Character Education

approaches exist to the evaluation of contemporary character education programs. in the school review, lawrence kohlberg for the first time linked his cognitive-developmental theory of moral reasoning with the practice of moral education in schools (1966). in the first three decades of this century, character education became a major preoccupation. at present, atheoretical thinking and research on character education hampers the effort to develop effective programs. the research base for the moral and values education curriculums of this period offers little assistance in planning for character education where changes in student behavior is a central objective. grant from the thrasher foundation has enabled the institute for research and evaluation of salt lake city, utah, to undertake a longitudinal study of the effect of the weber county program on the character of youth (weed 1993). 1990s is not the first time in our history that character education has captured the attention of american educators. educating for character: how our schools can teach respect and responsibility. the nature of that environment, the messages it sends to individuals, and the behaviors it encourages and discourages are important factors to consider in character education. the study assessed the character-related behavior of 10,865 youths, mostly in grades 5 through 8, in 23 communities across the united states, focusing on student deceit and service., community service programs have gained popularity as a potential means for shaping youth character (nathan and kielsmeier 1991).

Character education - Wikipedia

approaches exist to the evaluation of contemporary character education programs. “the effects of school sex education programs: a review of the literature. these authors believe that three levels of development related to the formation of character exist.: eric clearinghouse for social studies/social science education and the social studies development center, indiana university. the review of drug education programs, we can conclude that (1) gains in knowledge were common to all such programs; (2) lecture appears to have the smallest effect on attitudes, while peer programs have a greater influence and; (3) social influence programs appear to be the most effective in reducing the incidence of drug usage. of the major educational success stories over the past decade is the use of cooperative learning strategies. research is to inform the practice of character education, more and better evaluation of existing programs is needed. the just community research is based on an atypical educational setting, there are encouraging data from research on school climate in more typical school settings. the review of drug education programs, we can conclude that (1) gains in knowledge were common to all such programs; (2) lecture appears to have the smallest effect on attitudes, while peer programs have a greater influence and; (3) social influence programs appear to be the most effective in reducing the incidence of drug usage. given that the rise of the current character education movement has been prompted largely by adolescent risk-taking behaviors, this focus is somewhat puzzling. the reach for a civic religion: a history of the character education movement in america, 1890–1935.

ISME PROPOSAL/PRESENTATION

“sexuality education and child sexual abuse prevention programs in schools. although not the only approaches advocated, moral dilemma discussion and values clarification dominated the field of moral education for the next 20 years and were extensively researched..: national council for the social studies and social science education consortium. useful theoretical perspective that has some potential for unifying the field of character education is found in the works of individuals as diverse as aristotle, emile durkheim, john rawls, and lawrence kohlberg.: eric clearinghouse for social studies/social science education and the social studies development center, indiana university. because research with adolescent samples has shown that it is difficult to sustain program effects over time, it is important that research on character education for this group receive intensive attention. the values clarification approach was by far the more popular with teachers; one handbook of strategies for values clarification sold 600,000 copies (kirschenbaum 1992), an almost unheard of figure for an education methods textbook. character education inquiry raised serious questions regarding the effectiveness of heavily didactic approaches to character education. “drug and alcohol education programs: a critical review of outcome studies. research programs that have evolved over the past 30 years, although not typically described as moral or character education, have focused on character-related student behavior: sex and drug education. throughout the 1960s, drug abuse education largely provided information regarding the deleterious effects of drugs and used scare tactics to deter students from substance abuse.

“values clarification research: a study of the etiology of a weak educational research program. 1990s is not the first time in our history that character education has captured the attention of american educators. striking similarity to the 1920s, the late 1980s and early 1990s have been a time of feverish activity with regard to character education (lickona 1991, national school boards association 1987). also like the 1920s, few of these new character education programs have systematically evaluated their effects on children. educating for character: how our schools can teach respect and responsibility. character education in the 1990s is to avoid the “confusion and lack of clear knowledge” that beset character education efforts in the 1920s (yulish 1980), a research base to inform practice must be developed. that character is fostered by clear rules—fairly enforced—and by orderly classroom and school environments suggests that discipline is an essential element of moral education. program that uses informal evaluation is the american institute of character education in san antonio, texas, which produces character education curriculum materials for grades k–6. in schools where character education was taking place, the researchers created classroom situations that provided students with opportunities to cheat and to voluntarily engage in helping behavior.” in review of research in social studies education: 1976–1983, edited by w., those interested in character education have long believed that morally inspiring literature should be a part of any character education program.

.: national council for the social studies and social science education consortium. although not the only approaches advocated, moral dilemma discussion and values clarification dominated the field of moral education for the next 20 years and were extensively researched. in the late 1970s, kohlberg revised his perspective on moral education, emphasizing collectively derived social norms rather than individual values as a goal of moral education (kohlberg 1978, power et al. in the late 1970s, kohlberg revised his perspective on moral education, emphasizing collectively derived social norms rather than individual values as a goal of moral education (kohlberg 1978, power et al. while such diversity is inevitable, character education needs to develop a more coherent view that can integrate the available research, provide focus to the movement, and guide the curriculum planning and research in a way that yields cumulative knowledge regarding the schools' role in fostering character. the thomas jefferson center values education project: a survey of administrators in the los angeles unified school district. most recent development in the field of sex education is value-based programs. the program's impact on character-related student behavior showed mixed results. you are interested in presenting at the 2017 forum, please submit your proposal by march 1, 2017. in addition, the newest wave of sex and drug education programs that elicit help from peers, parents, and community in defining and supporting appropriate behavior have been found to be the most effective to date in changing student behavior. “the child development project: combining traditional and developmental approaches to values education.

throughout the 1960s, drug abuse education largely provided information regarding the deleterious effects of drugs and used scare tactics to deter students from substance abuse. the reach for a civic religion: a history of the character education movement in america, 1890–1935. “sexuality education and child sexual abuse prevention programs in schools. much impact these two approaches had on educational practice is difficult to judge. the program's impact on character-related student behavior showed mixed results. because research with adolescent samples has shown that it is difficult to sustain program effects over time, it is important that research on character education for this group receive intensive attention. “the child development project: combining traditional and developmental approaches to values education.-based sex education that involves schools, parents, and the community in a common effort to encourage responsible sexual behavior appears to have some potential for changing adolescent attitudes and sexual behavior; however, due to the relatively few number of evaluations, caution should be used in attempting to draw generalizations from the data. research is to inform the practice of character education, more and better evaluation of existing programs is needed. second controlled evaluation of a character education program is that of the child development project in san ramon, california (solomon et al. grant from the thrasher foundation has enabled the institute for research and evaluation of salt lake city, utah, to undertake a longitudinal study of the effect of the weber county program on the character of youth (weed 1993).

The Effectiveness of Character Education Programs in Middle and

, community service programs have gained popularity as a potential means for shaping youth character (nathan and kielsmeier 1991). schools and 6 districts have been designated 2017 state schools/districts of character.” paper presented at the annual meeting of the american educational research association, washington, d. the 1950s, character education curriculums had all but disappeared in american schools. “curricular effectiveness in moral/values education: a review of research. methods alone—codes, pledges, teacher exhortation, and the like—are unlikely to have any significant or lasting effect on character. the influence of cooperative learning methods and just community environments on student character suggests mechanisms by which schools can utilize the dynamics of attachment to groups in a positive pro-character manner. another angle on character education, a number of school-based research projects have investigated the relationship between school atmosphere and student behavior. schools and the shaping of character: moral education in america, 1607–present. most recent development in the field of sex education is value-based programs. as in the character education inquiry, we need to recognize that classroom differences are the rule, rather than the exception (hartshorne and may 1928).

the nature of that environment, the messages it sends to individuals, and the behaviors it encourages and discourages are important factors to consider in character education. while such diversity is inevitable, character education needs to develop a more coherent view that can integrate the available research, provide focus to the movement, and guide the curriculum planning and research in a way that yields cumulative knowledge regarding the schools' role in fostering character. the values clarification approach was by far the more popular with teachers; one handbook of strategies for values clarification sold 600,000 copies (kirschenbaum 1992), an almost unheard of figure for an education methods textbook. much impact these two approaches had on educational practice is difficult to judge. these authors believe that three levels of development related to the formation of character exist. the just community research is based on an atypical educational setting, there are encouraging data from research on school climate in more typical school settings. second controlled evaluation of a character education program is that of the child development project in san ramon, california (solomon et al. surprisingly, not one research study has attempted to assess whether reading such literature has the expected effect on character. current revival of interest in character education, if it is to succeed, will have to successfully address the question of the assessment of program effectiveness. in schools where character education was taking place, the researchers created classroom situations that provided students with opportunities to cheat and to voluntarily engage in helping behavior. in the past 30 years there have been three broad shifts in the approach to drug education.

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