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Author: Santiago Davidu Udayar Publisher: ISBN: Category : Academic achievement Languages : en Pages : 364
Book Description
Prior research indicates that character education programs may have an influence on student behavior and academic achievement. The purpose of this study was to determine the influence of character education programs on student behavior and student academic achievement in Texas middle schools identified as "Character Plus" schools by the state. Fifty-five Character Plus middle schools (grade 7 through grade 8) and a comparison group of 55 middle schools that had not implemented character education programs since 2001 were selected for inclusion in the study. To be included in the study, the Character Plus middle schools had to have continuously met criteria for implementation of state-approved character education program from 2003 to 2007. The data for the study included 2006-2007 eighth-grade Texas Assessment of Knowledge and Skills (TAKS) scores for reading and mathematics; student behavior variables, percentage of students with disciplinary placements, students' attendance rates, students' drop-out rates, and percentage of students at risk, and control variables percentage of limited English proficient students, percentage of economically disadvantaged students, and percentage of instructional expenditure per student. After controlling three variables - percentage of limited English proficient students, percentage of economically disadvantaged students, and percentage of instructional expenditure per student - the data were analyzed, using single-classification analysis of covariance, multiple discriminant analysis, and hierarchical multiple regression analysis to test the following null hypotheses (1) character education programs in Texas Character Plus schools would not influence student achievement, (2) character education in Texas Character Plus schools would not influence student behavior, (3) and student behavior in Texas Character Plus schools would have no influence on academic achievement. The test results indicated that character education had no direct influence on academic achievement. But, character education was found to have a significant statistical influence on student behavior and there was a significant influence of student behavior on academic achievement. Based on the study findings, it was concluded that character education in Texas Character Plus middle schools did not influence achievement directly, but by improving student behavior, character education did influence academic achievement.
Author: Santiago Davidu Udayar Publisher: ISBN: Category : Academic achievement Languages : en Pages : 364
Book Description
Prior research indicates that character education programs may have an influence on student behavior and academic achievement. The purpose of this study was to determine the influence of character education programs on student behavior and student academic achievement in Texas middle schools identified as "Character Plus" schools by the state. Fifty-five Character Plus middle schools (grade 7 through grade 8) and a comparison group of 55 middle schools that had not implemented character education programs since 2001 were selected for inclusion in the study. To be included in the study, the Character Plus middle schools had to have continuously met criteria for implementation of state-approved character education program from 2003 to 2007. The data for the study included 2006-2007 eighth-grade Texas Assessment of Knowledge and Skills (TAKS) scores for reading and mathematics; student behavior variables, percentage of students with disciplinary placements, students' attendance rates, students' drop-out rates, and percentage of students at risk, and control variables percentage of limited English proficient students, percentage of economically disadvantaged students, and percentage of instructional expenditure per student. After controlling three variables - percentage of limited English proficient students, percentage of economically disadvantaged students, and percentage of instructional expenditure per student - the data were analyzed, using single-classification analysis of covariance, multiple discriminant analysis, and hierarchical multiple regression analysis to test the following null hypotheses (1) character education programs in Texas Character Plus schools would not influence student achievement, (2) character education in Texas Character Plus schools would not influence student behavior, (3) and student behavior in Texas Character Plus schools would have no influence on academic achievement. The test results indicated that character education had no direct influence on academic achievement. But, character education was found to have a significant statistical influence on student behavior and there was a significant influence of student behavior on academic achievement. Based on the study findings, it was concluded that character education in Texas Character Plus middle schools did not influence achievement directly, but by improving student behavior, character education did influence academic achievement.
Author: Santiago Udayar Publisher: LAP Lambert Academic Publishing ISBN: 9783659467905 Category : Languages : en Pages : 224
Book Description
Dr. Udayar's research determined that student character education had no direct influence on student academic achievement. However, student character education was determined to have a positive influence on student behavior. Significantly, good student behavior had a positive influence on student academic achievement. The research compared data from 55 Texas middle schools that implemented character education programs with data from another 55 Texas middle schools without such programs.
Author: Marvin W Berkowitz Publisher: IAP ISBN: Category : Education Languages : en Pages : 126
Book Description
The Journal of Character Education is the leading source of cutting-edge knowledge about character education research, theory, practice, and opinion. We define character education broadly to encompass all educational approaches designed to nurture students’ knowledge, motivation, skills, and behavior concerning all four aspects of character: moral, performance, civic, and intellectual. The Journal publishes manuscripts that report research relevant to character education, conceptual articles, and book reviews that provide theoretical, historical, and philosophical perspectives on the field of character education as it is broadly defined above. The Journal is also interested in practical articles about implementation and specific programs, and informed opinion statements.
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 : Character Languages : en Pages : 0
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: Marvin W Berkowitz Publisher: IAP ISBN: 1648029485 Category : Education Languages : en Pages : 148
Book Description
The Journal of Character Education is the leading source of cutting-edge knowledge about character education research, theory, practice, and opinion. We define character education broadly to encompass all educational approaches designed to nurture students’ knowledge, motivation, skills, and behavior concerning all four aspects of character: moral, performance, civic, and intellectual. The Journal publishes manuscripts that report research relevant to character education, conceptual articles, and book reviews that provide theoretical, historical, and philosophical perspectives on the field of character education as it is broadly defined above. The Journal is also interested in practical articles about implementation and specific programs, and informed opinion statements.
Author: Peter Smagorinsky Publisher: Routledge ISBN: 1135608660 Category : Education Languages : en Pages : 403
Book Description
In this book Peter Smagorinsky and Joel Taxel analyze the ways in which the perennial issue of character education has been articulated in the United States, both historically and in the current character education movement that began in earnest in the 1990s. The goal is to uncover the ideological nature of different conceptions of character education. The authors show how the current discourses are a continuation of discourse streams through which character education and the national purpose have been debated for hundreds of years, most recently in what are known as the Culture Wars--the intense, often passionate debates about morality, culture, and values carried out by politicians, religious groups, social policy foundations, and a wide range of political commentators and citizens, in which the various stakeholders have sought influence over a wide range of social and economic issues, including education. The centerpiece is a discourse analysis of proposals funded by the United States Department of Education's Office of Educational Research and Improvement (OERI). Discourse profiles from sets of states that exhibit two distinct conceptions of character are examined and the documents from particular states are placed in dialogue with the OERI Request for Proposals. One profile reflects the dominant perspective promoted in the U.S., based on an authoritarian view in which young people are indoctrinated into the value system of presumably virtuous adults through didactic instruction. The other reflects the well-established yet currently marginal discourse emphasizing attention to the whole environment in which character is developed and enacted and in which reflection on morality, rather than didactic instruction in morality, is the primary instructional approach. By focusing on these two distinct regions and their conceptions of character, the authors situate the character education movement at the turn of the twenty-first century in the context of historical notions about the nature of character and regional conceptions regarding the nature of societal organization. This enlightening volume is relevant to scholars, practitioners, policymakers, and students across the field of education, particularly those involved in character education, moral development, discourse analysis, history and cultural foundations of education, and related fields, and to the wider public interested in character education.
Author: Donna Jean Scanio Publisher: AuthorHouse ISBN: 1463483872 Category : Reference Languages : en Pages : 78
Book Description
Is your character showing? It has been said that a picture is worth a thousand words. What that means is that a picture can be remembered 10 years later whereas the exact words can be lost along the way. What does that tell you about the way you act and behave? How do you look to others? I developed this program to help students learn skills necessary in building character. This material is designed to be an 8-10 week course that can be taught in schools. I have included various character traits along with worksheets for students to use to help them practice these skills necessary to develop character. You will see a variety of examples as well as appropriate and inappropriate behaviors. I have also included assessments to help evaluate student success in learning. This material is designed so that you can have fun while learning how to replace inappropriate skills with more appropriate and acceptable skills. Teachers should use this material as a guide to fit their individual teaching style
Author: Marvin W Berkowitz Publisher: IAP ISBN: 164802677X Category : Education Languages : en Pages : 123
Book Description
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 the latest books, and other relevant strategies and manuscripts by educators 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 a "Voices" section highlighting the 2017 Character.org "Sandy Award" recipient, along with four peer-reviewed articles, and a book review.
Author: Santiago Davidu Udayar
Author: Santiago Davidu Udayar
Author: Santiago Udayar
Author: Marvin W Berkowitz
Author: Robert C. Daria
Author: William G. Thompson
Author: Marvin W Berkowitz
Author: Ivor Pritchard
Author: Peter Smagorinsky
Author: Donna Jean Scanio
Author: Marvin W Berkowitz