The Impact of a Character Education Based Interactive Discipline Program on At-risk Student Behavior in an Alternative School PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Impact of a Character Education Based Interactive Discipline Program on At-risk Student Behavior in an Alternative School PDF full book. Access full book title The Impact of a Character Education Based Interactive Discipline Program on At-risk Student Behavior in an Alternative School by Michael G. Hylen. Download full books in PDF and EPUB format.
Author: Michael G. Hylen Publisher: ISBN: Category : Alternative schools Languages : en Pages : 78
Book Description
Student problem behavior is incompatible with academic achievement and positive interpersonal relationships. It has become necessary for schools to develop codes of conduct to address inappropriate student behavior. But, current school disciplinary policies are ineffective instruments for effecting positive change in student problem behavior (Goodman, 2006). In response to this problem, public school districts are developing a wide variety of approaches to dealing with the needs of problem behavior students. One approach has been the development of alternative high school programs - school district initiatives specifically designed to meet the needs of students lacking success in the traditional high school setting. This study explores the impact of a character education based interactive discipline program on student problem behavior of at-risk students in an alternative high school setting. Participants in this study included 97 students (37 female, 60 male) during the first school year of the study (2004 - 2005) and 90 students (34 female, 56 male) during the second (2005 - 2006) from a large suburban school district. Ninety-three percent of the students were Caucasian, 3% were African American and 3% were Hispanic. Forty-nine students (19 female, 30 male) were enrolled in the school during both years of the study. The data revealed that there was no statistically significant difference between the use of a traditional approach to discipline and the use of a character education based interactive discipline program in reducing recidivism for students who participated in the study over one year (t = -.059, df = 83, p = .504) or over two years (t = -1.309, df = 36, p = .09). The data also revealed there was no statistically significant difference between the two discipline approaches in raising student GPAs over one year (t = -1.225, df = 80, p = .112) or over two years (t = -1.794, df = 38, p = .945). Similarly, the data revealed that there was no statistically significant correlation between change in GPA and recidivism over one year (R = -0.18, p = .215) or over two years (R = -0.23, p = .314).
Author: Michael G. Hylen Publisher: ISBN: Category : Alternative schools Languages : en Pages : 78
Book Description
Student problem behavior is incompatible with academic achievement and positive interpersonal relationships. It has become necessary for schools to develop codes of conduct to address inappropriate student behavior. But, current school disciplinary policies are ineffective instruments for effecting positive change in student problem behavior (Goodman, 2006). In response to this problem, public school districts are developing a wide variety of approaches to dealing with the needs of problem behavior students. One approach has been the development of alternative high school programs - school district initiatives specifically designed to meet the needs of students lacking success in the traditional high school setting. This study explores the impact of a character education based interactive discipline program on student problem behavior of at-risk students in an alternative high school setting. Participants in this study included 97 students (37 female, 60 male) during the first school year of the study (2004 - 2005) and 90 students (34 female, 56 male) during the second (2005 - 2006) from a large suburban school district. Ninety-three percent of the students were Caucasian, 3% were African American and 3% were Hispanic. Forty-nine students (19 female, 30 male) were enrolled in the school during both years of the study. The data revealed that there was no statistically significant difference between the use of a traditional approach to discipline and the use of a character education based interactive discipline program in reducing recidivism for students who participated in the study over one year (t = -.059, df = 83, p = .504) or over two years (t = -1.309, df = 36, p = .09). The data also revealed there was no statistically significant difference between the two discipline approaches in raising student GPAs over one year (t = -1.225, df = 80, p = .112) or over two years (t = -1.794, df = 38, p = .945). Similarly, the data revealed that there was no statistically significant correlation between change in GPA and recidivism over one year (R = -0.18, p = .215) or over two years (R = -0.23, p = .314).
Author: Michael G. Hylen Publisher: Rowman & Littlefield ISBN: 1475863020 Category : Education Languages : en Pages : 137
Book Description
One of the most influential variables in human development is social relationships. Cultivating Emotional Intelligence: The 5 Habits of the Emotion Coach centers on how educators may build and use positive relationships with their students to help them grow in emotional intelligence. Additionally, this book seeks to answer the question, “What is the end goal of growing emotionally intelligent students? Is it a matter of understanding oneself and other’s emotions? Or is the goal simply to produce “good citizens”? As humans, we desire connection with others. And while most connections remain surface level, this book investigates how teachers can make a deeper connection with students for the purpose of growing emotional intelligence and teaching positive social skills. If educators are going to do so, it will be necessary to reframe traditional school practices that focus on promoting positive behaviors through a discipline system based upon consequences that fail to address the behavior in a redemptive manner.
Author: Robert C. Daria Publisher: ISBN: Category : Character Languages : en Pages : 322
Book Description
This study evaluated the impact of a character education program on student behaviors as measured through academic achievement and discipline at Cousins Middle School. The process included the studying of three years of longitudinal data on 54 eighth grade middle school students in the areas of grade point averages, standardized test scores, absenteeism rates, and discipline problems. Furthermore, its impact was evaluated by reviewing teacher perceptions on the program as gathered through perception questionnaires and personal interviews. All data were gathered during the course of the implementation of a character education program that was mandated by the state of Georgia.
Author: William G. Thompson Publisher: ISBN: Category : Languages : en Pages :
Book Description
Character education has been a part of public schooling in the United States since its beginning. It has undergone dramatic changes over the years, from didactic instruction to service learning; it continues to evolve as more and more schools become involved in teaching students right from wrong. The current emphasis on character education in schools began in the early 1990s as an attempt to alleviate the increasingly violent behavior of students as reported in the media. The purpose of this study was to determine how character education affected the behavior of students. The study involved: observing student behavior; interviewing teachers, students, and parents to determine their perceptions of the effects of the character education program on student behavior; and reviewing disciplinary records to identify behavioral patterns. The findings from this study suggested that character education programs may have a positive effect on student behavior. Furthermore, the findings led to recommendations regarding the implementation of character education programs in elementary schools. Character education should be an integral part of the curriculum, not taught as a separate subject. This includes not only academic subjects but also specialty areas such as art, music, and physical education. Classroom rules should be based on the principles of good character and teachers should model good character for the students to observe. Additionally, students should be taught character through hands-on service activities that contribute to the school, the community, and society in general. This will help the students develop a sense of ownership of the program and should help to improve student behavior.
Author: Alan L. Lockwood Publisher: Teachers College Press ISBN: 0807771104 Category : Education Languages : en Pages : 238
Book Description
In this dynamic look at the current state of character education, Alan Lockwood assesses its strengths and weaknesses and finds fault with leading advocates for failing to respond to sound critiques of their work. Lockwood argues that contemporary character education can be significantly improved by using key principles from established theories and research on developmental psychology. He offers numerous examples to support his recommendations while inviting character education theorists and practitioners to generate their own implications from his presentation. For anyone interested in improving the quality of values-based education for children and adolescents, this book: Elaborates an alternative view of values education that is critical to pursuing a mission to promote good citizenship. Explains what contemporary character education is, identifying its strengths and addressing its major criticisms. Offers recommendations for curriculum and instruction that systematically take into account developmental perspectives. Alan L. Lockwood is professor of Curriculum and Instruction at the University of Wisconsin–Madison. “Brimming with fresh insights on almost every page, Alan Lockwood challenges contemporary character education’s fundamental assumptions and proposes a coherent perspective to guide more defensible and effective programs. This is a significant addition to theory and practice in the field of character education.”—James S. Leming, Carl A. Gerstacker Chair in Education, Saginaw Valley State University
Author: Linda McKay Publisher: DIANE Publishing ISBN: 1437916244 Category : Education Languages : en Pages : 79
Book Description
Many educators believe that implementing character education (CE) in their schools helps students develop ethically, socially and academically. CE embraces all aspects of how schools, related social institutions and parents can support the positive character development of children and adults. This evaluation guide is a resource primarily for project directors who are federal grantees embarking on an evaluation of a CE intervention, although it contains useful info. that can benefit other education administrators who also are providing these interventions. The guide offers strategies for working with external evaluators and key stakeholders in planning and implementing a scientifically sound evaluation. Illustrations.
Author: Michael G. Hylen
Author: Michael G. Hylen
Author: Michael G. Hylen
Author: Robert C. Daria
Author: William G. Thompson
Author: 
Author: 
Author: Jenny Fahlstrom
Author: Kristen Marie Eisemann
Author: Alan L. Lockwood
Author: Linda McKay