Download or read book Factors that Influence the Successful Implementation of Character Education in a Public K 6 School Environment written by Joyce Bryan Harman and published by . This book was released on 1997 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Associated with Successful Implementation of Character Education in Small Schools written by Michael J. Thompson and published by . This book was released on 2004 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Promising Practices in Character Education written by Philip Fitch Vincent and published by Character Development Publishing. This book was released on 1996 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educating for Character written by Thomas Lickona and published by Bantam. This book was released on 2009-09-02 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Calls for renewed moral education in America's schools, offering dozens of programs schools can adopt to teach students respect, responsibility, hard work, and other values that should not be left to parents to teach.

Download or read book PRIMED for Character Education written by Marvin W Berkowitz and published by CRC Press. This book was released on 2021-04-21 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the 2023 Outstanding Book Award from AERA's Moral Development and Education SIG! In PRIMED for Character Education, renowned character educator Marvin W Berkowitz boils down decades of research on evidence-based practices and thought-provoking field experience into a clear set of principles that leaders, administrators, and teacher-leaders can implement to help students thrive. The author’s original six-component framework offers a comprehensive guide to shaping purposeful learning environments, healthy relationships, core values and virtues, role models, empowerment, and long-term development in any PreK-12 school or district. This engaging and heartfelt book features tips for practice, anecdotes from award-winning schools, and straightforward tenets from moral education, social-emotional learning, and positive psychology.

Download or read book Character Education in America s Blue Ribbon Schools written by Madonna M. Murphy and published by Scarecrow Press. This book was released on 2002 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Character Education in America's Blue Ribbon Schools is based upon descriptive, documentary, and qualitative research conducted on the award winning school applications in the United Stated Department of Education's Elementary School Recognition Program, i.e. the Blue Ribbon Schools. The purpose of the program is to focus national attention on schools that are doing an exceptional job with all of their students. Areas studied are developing a solid foundation of basic skills and knowledge of subject matter and fostering the development of character, values, and ethical judgement. The first edition of this book reported on the first decade of this program, from 1985 to 1994. The second edition adds the schools that have won the award from 1996-2001. Included are the Blue Ribbon schools that applied for Special Honors in Character Education and five that actually won that recognition in 1998-1999. This edition finds character education much stronger in American schools in recent years and is full of many promising practices. It is a practical book that will guide school administrators, teachers, parents, board members, and concerned citizens interested in starting or strengthening the character education focus of their school.

Download or read book Developing a Character Education Program written by Henry A. Huffman and published by Association for Supervision & Curriculum Development. This book was released on 1994 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Character Education Through the Lens of the Dignity for All Students Act written by Liza Caraballo-Suarez and published by . This book was released on 2016 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the years the Federal and New York State governments have tried to control the number of misconduct issues that have led to school violence. NYSED reported statistics and the NYC Environmental Surveys results have provided districts with information on the levels of safety in schools. As a result of analysis of this data, New York State enacted the Dignity for All Students Act (DASA) in 2012. This legislation mandates creating a safe and supportive school environment. The DASA needs supplemental programs to enforce its intent. The purpose of this qualitative study is to examine the extent to which various Character Education programs have affected school safety and mental health through the lens of the Dignity for All Students Act (DASA). In this qualitative phenomenological study the data was collected through interviews done within five New York City Elementary Schools which are currently using elements of Character Education or have adopted a specific Character Education program. Five administrators, five guidance counselors and twenty teachers were used to collect data to provide information on the implementation of character, the influences caused by the different components within the various Character Education programs, and how it affects students and staff as they internalize their perceptions of interpersonal learning. DASA was used as the lens to evaluate if the different elements of Character Education (CE) can be another way of teaching behavioral expectations, which could enhance the school climate and help to create a positive learning environment. This study found that there were different themes and patterns that emerged from the participants’ responses and their daily experiences working in the selected public schools. However, the consensus of the all the participants indicated that while each program identified elements of a viable CE program, no one program stood out as being singularly most utilized. All three subgroups agreed that there were different ways to apply and facilitate the characteristic traits of the selected programs. Once the traits were learned, they manifested themselves in many ways. Most of the subjects interviewed reported that although violence is not an issue in their schools, bullying still exists to some level. The findings found that all subgroups confirmed that there was a change in the school culture. Teachers referred to the change in terms of teamwork, leadership, school spirit, anti-bullying, and positive interactions by the students. Guidance counselors noted the social improvement of parents, students, parents’ interactions, plus the collaboration among all of them. School building leaders related to students’ happiness in school, less numbers of suspensions, the availability of everyone having a voice in school, and the increase in emotional and social growth when addressing issues. In addition, the impact on students, on staff and on the outside school environment had changed since the implementation of the CE programs. This impact was expressed as: students exhibited positive behavior on the school grounds, there was an increase in students’ trust and respecting each other, model behavior types were exhibited among the students when visited by outsiders, feeling safer at school, and the responsibility of students’ daily actions. Administrators observed the change in the increase on students being well behaved, and developing empathy and leadership skills. The implementation affected everyone in the building. Some of the subjects explained that it had a positive impact on them and their colleagues, improved building collaboration among the staff, built the growth of teamwork and provided insight as to how to prioritize life’ s tasks. Administrators noted the difference in the transformation of teamwork, support among staff, and staff willingness to participate, implement, and follow through with the elements of the CE programs. There is a need for Character Education programs as early as in pre-kindergarten to promote positive social and emotional skills at an early stage of development. DASA is a law that mandates school leaders to create a positive learning environment. Teaching students’ behavioral expectations can increase time for instruction and reduce the time needed to address negative behavioral disruptions.

Download or read book Character Education Activities for K 6 Classrooms written by Sandra Peyser and published by . This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year more children come to school unprepared to relate appropriately to others and to contribute to a positive school climate. These children seem to have more problems and less ability to cope with the structural environment of the school. Educators tend to agree that many children lack the character traits necessary for healthy, positive growth and development. Many factors contribute to this situation. Family mobility separates people from their extended families; children spend a limited amount of time with their parents or other influential family members; and children often view inappropriately portrayed behaviors on television and in the movies. Schools have identified character education as part of the solution. This book offers character education activities for the classroom than can be integrated into the school day. It presents 52 activities that can be included in social studies, health, and language arts lessons. The activities are designed for counselors, social workers, and other student services personnel to use when working with individuals, small groups, and classroom guidance. Activities focus on responsibility, good citizenship, compassion, cooperation, and character formation. (Contains 7 references.) (JDM)

Download or read book Grass roots Character Education Programs written by Gale Zickefoose and published by . This book was released on 2010 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study took place in a single school district in the northwest United States. The purpose of this study was to explore the need, implementation, and the effect of a grass-roots character education program in public elementary schools. To narrow the field of 31 elementary schools in the district, the elementary school principals and one staff member at each of those sites were surveyed. Three schools were selected after the survey. Fifteen participants were interviewed using a semi-structured guide. Each of the staff members was interviewed three times. The parents and students were interviewed twice. Responses were audio recorded and later transcribed. Common themes emerged from the interviews. The themes that emerged in this study were shared leadership, action, principal implementation, teacher implementation, caring adults, and parent and community implementation. The final theme, assessment, emerged as questions related to the outcome or effect of character education was posed to participants. The participant responses indicated that a character education program is in place at each of the schools. Each school implemented and assessed the character education program differently. It is reasonable to conclude that public schools need character education programs because schools are charged to produce good citizens that are able to function in society. Many in our society are not prepared to become good citizens in any location other than the public school. The steps necessary to implement a character education program vary but all of the participant school programs implemented strategies that are consistent with the frameworks identified in the study. Finding ways for the parents and students, as well as the staff members, to assess the effect of the character education program at their site is a challenge that remains.

Download or read book Character Education in the Denver Public Schools written by Denver Public Schools and published by . This book was released on 1929 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Keep It Simple Make It Real written by Jan Olsson and published by Corwin Press. This book was released on 2009-05-27 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This exceptionally well-organized, practical, and impressive work should be on every administrator′s and character educator′s desk. Olsson redefines the lens through which educators view the factors that impact school climate, teacher-student relationships, student behavior, and ultimately the character development of young people." —Edward DeRoche, Director Character Development Center, University of San Diego "Needed in the character education movement for a long time, this book is written by a principal who′s been leading the way and now shows how we can help students develop their character without sacrificing academic standards. It′s easy to read, well organized, and, most important, contains hundreds of practical strategies that work." —Hal Urban, Teacher and Speaker, Redwood City, CA Author, Lessons From The Classroom A powerful tool for influencing students′ attitudes and behaviors! Based on current research, solid theory, and real experiences, this resource provides school leaders with a comprehensive yet practical framework for creating and sustaining a schoolwide character development program. Real-world scenarios tackle tough issues such as vandalism, truancy, chronic tardiness, and bullying, and demonstrate how to bring about positive change. The book thoughtfully addresses factors that may keep students from developing positive attitudes and helps educators: Evaluate student behavior, staff morale, and school climate Target real problems with commonsense strategies that can dramatically turn around student behavior Assess a character development program′s effectiveness

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions Training and Implementation of Character Education Implications of Staff Development written by Brenda LeBlanc and published by . This book was released on 2008-06-01 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to identify elementary school teachers' stages of concern as they relate to character education implementation in their classrooms. The Concerns Based Adoption Model, developed by Hall and Hord, was the primary vehicle used to evaluate participants' stages of concern regarding implementation of character education. Insights into teachers' stages of concern suggest to supervisors what teachers need to successfully implement character education in their classrooms This study also sought to determine if relationships exit between elementary school teachers' stages of concern and (1) their perceptions of the value of character education, (2) their training opportunities, (3)their highest degree earned, and their years of teaching experience. Survey methodology was used in this study to gather descriptive data on teachers' responses to items related to their stages of concern, perceptions about the value of character education, the training they already received to help them understand and implement character education in their classrooms, and the methods they are using to facilitate character education lessons in their classrooms.

Download or read book The Role of Character Education in America s Schools written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families and published by . This book was released on 2000 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication covers the hearing held on March 1, 2000, in Washington, DC, before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce of the House of Representatives on the role of character education in U.S. schools. The publication contains the following: "Statement of Mr. Michael N. Castle, Chairman, Subcommittee on Early Childhood Youth and Families, Representative from Delaware"; "Statement of Mr. Dale Kildee, Ranking Member, Subcommittee on Early Childhood, Youth and Families, Representative from Michigan"; "Statement of Ron Kinnamon, Coalition Vice-Chairperson, Character Counts! Coalition"; "Statement of Diane Berreth, Deputy Executive Director, Association for Supervision and Curriculum Development"; "Statement of Esther Schaeffer, Executive Director and CEO, Character Education Partnership"; "Statement of Andrew Shue, Co-Founder, Do Something"; "Statement of Sheldon Berman, Superintendent of Schools, Hudson Public Schools"; "Appendix A--The written statement of Michael N. Castle, Chairman, Subcommittee on Early Childhood, Youth and Families, Representative from Delaware"; "Appendix B--The written statement of Dale Kildee, Ranking Member, Subcommittee on Early Childhood, Youth and Families, Representative from Michigan"; "Appendix C--The written statement of Ron Kinnamon, Coalition Vice-chairperson, Character Counts! Coalition"; "Appendix D--The written statement of Diane Berreth, Deputy Executive Director and CEO, Character Education Partnership"; "Appendix E--The written statement of Esther Schaeffer, Executive Director and CEO, Character Education Partnership"; "Appendix F--The written statement of Andrew Shue, Co-Founder, Do Something"; and "Appendix G--The written statement of Sheldon Berman, Superintendent of Schools, Hudson Public Schools." (BT)

Download or read book Implementation of a Character Education Program in Elementary Schools written by Angela C. Rufo and published by . This book was released on 2007 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been renewed interest, recently, in teaching character education in elementary schools. A literature review revealed characteristics of effective character education programs currently implemented in schools across the United States. A qualitative and quantitative study was planned to examine the perceptions of parents and teachers in three different elementary schools in a major archdiocese that currently have character education programs as part of their academic curriculum. Each of the programs evolved from a separate curriculum to one that is incorporated throughout the entire school day. Two of the schools were located in suburban areas and the third was situated in an urban setting. Separate surveys were designed for parents and faculty with some identical statements on each. The entire faculties in each school as well as all registered families received surveys and were asked to voluntarily participate. Analysis of the data from the surveys revealed that the programs in these three schools were perceived to be necessary and effective. Parents and teachers were asked to list the virtues that were stressed in their schools. Values identified were conflict resolution strategies, peer mediation, honesty, fairness, politeness, respect, kindness, and compassion. Participants agreed that character education should be taught in the schools. Parents stated that they expected the schools to reinforce the values and morals they were teaching at home. The results of the surveys supported the research that with the implementation of character education programs in elementary schools the students perform better academically and the atmosphere in the school is conducive to learning.

Download or read book Mobilizing for Evidence Based Character Education written by Linda McKay and published by DIANE Publishing. This book was released on 2009-09 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.