Transcript document

The Effects of Character Education on
Reading Levels
Nicole O’Leary
Ed. 702.22 Spring, 2010
Table of Contents
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Statement of the Problem Slide 3
Theorists Slide 4
Pros & Cons Slides 5 & 6
Review of Related Literature Slides 7-13
Statement of the Hypothesis Slide 14
Methods Slides 15 & 16
References Slides 18 & 19
Appendices Slides 20-23
Statement of the Problem
Society is faced with the erosion of its moral and
ethical standing. This is evident in the behavior of
inner-city students. Teachers can not teach and
students can not produce until we embrace an
approach that uses all phases of school life to
develop character.
Theorists
• Piaget
“The educator must provide students with opportunities for personal
discovery.”
• Kholberg
“Schools enhance students’ moral development by providing the chance
to participate in a democratic community.”
• Lickona
“Character Education is the deliberate effort to help people understand,
care about, and act upon core ethical values.”
Pros
• Address of moral conduct and values
positively impacts behavior
• Shown to help prevent crime, teen
pregnancy, and bullying
• Positively affects academic growth
Cons
• Takes time away from academic
instruction
• Limited statistical proof of its effectiveness
• Not the teacher’s job
Related Literature
• “A perceived increase in social problems experienced by children and
youth, accompanied by advances in psychological theory, resulted in a
marked increase in emotional, social, and moral (ESC) education in
schools in the 1990’s.”McKenzie, M. (2004).
• “…the most important revelation on values is that they are not
innate, but must be taught…” (Lickona) Sanchez, T. (2004).
•
“Historically, the goal of a public education system was to develop a
moral society. Brimi, H. (2009).
Related Literature cont.
•“There is a push toward standards-based learning in the area
of social and character development. Social and behavioral
goals can be intertwined with current academic goals.”
Sailor, W., Stowe, M., Turnbull, H., & Kleinhammer, P. (2007)
“Implementing programs to improve student behavior
associated with character is a task worth undertaking.”
Bulach, C. (2002).
Related Literature
• “Character Education is any school-directed program designed
to shape directly and systematically the behavior of young people
by teaching explicitly the nonrelativistic values believed to
directly bring about good behavior.” Lockwood, L. (2007)
• “ Our research suggests that schools goals and activities that are
associated with good character education programs are also
associated with academic achievement.” Benninga, J., Berkowitz,
M., Keuhn, P., Smith, K. (2006)
• “ “Before, you used the term ‘respect’ and they didn’t know what
it meant, so this has introduced it as a real thing that we expect at
school.” ” Nickell, P., Field,S. (2001)
Related Literature cont.
• “ Schools characterized by a strong sense of community… report
higher attendance and improvements in academic performance.”
Lapsely,D., Narvaez,D. (2008)
• “The adoption of a moral education curriculum appears to act to
facilitate conscious attention to teachers’ moral manner in the
way in which they carry out the activities of teaching.”
Fenstermacher, G., Osguthorpe, R., Sanger, M. (2009)
•
“If teacher self-efficacy for moral education is considered a
predictor of teaching practices which in turn are expected to
effect the moral development of youth, then positive score change
might provide initial evidence of program effectiveness.” Narvaez,
D., Khmelkov, V., Vaydich, J., Turner, J. (2008)
Related Literature cont.
• “ We cannot so easily shirk responsibility for assisting students’
moral growth. Parents and the wider family should hold the
highest degree of responsibility in this matter. However, if they
fail, we are perhaps the only barrier left between the students
and potentially life devastating decisions.” Brimi, H. (2009)
• “A convincing 90% feel that teachers play an important role in
the character education of students.” Mathison, C. (1998)
• “Whatever the rhetoric in the classroom, students are very
attuned to their teachers actual behavior.” Battistich, V. (2008)
• “By intentionally including discussions on good character in
literature study, we can help assure that children develop
characters that know, love, and do good-- perhaps our most
important work as teachers.” O’Sullivan, S. ( 2004)
Related Literature cont.
•
“Students need not only the academic and knowledge skills for their
future, but they need to learn to become productive and caring citizens.”
Chang, F., Munoz, M. (2007)
•
“Elementary school teachers feel confident in their abilities to serve as
role models, to discuss issues of right and wrong with their students, and
to use strategies that might lead to positive changes in students’
character.” Milson, A., Mehlig, L. (2002)
•
“In a study of random, stratified sample of 120 California elementary
schools aplying for state regonition for excellence, it was found that
academic acheivement scores were significantly corralated with four
aspects of character education.” Berkowitz, M., Bier, M. (2007)
Related Literature cont.
•
“Research by Nucchi (2001) found that between third grade and fifth,
the amount of discourse between students and teachers about ethical
issues gradually declined. The trend continues and by grade seven it is
so infrequent that researchers could not employ a statistical analysis.”
Howard, R. (2005)
•
“The strategies used in character education vary among programs and
can include role modeling, moral discipline, democratic classroom
enviorments, cooperative learning, service projects, drama, literature,
etc…” McKenzie, M. (2004)
•
“Education innovations live or die by the amount and quality of
assistance that their users receive once they are underway.”
Hollingshead, B. (2009)
Statement of the Hypothesis
(HR) Providing 18 fifth grade students
from P.S. ABC with a consistent infusion
of character education during Guided
Reading lessons will positively impact
reading levels.
Methods
• Participants
Total population: 36 fifth grade students from P.S ABC
Group A: 18 students (Character Ed-infused Guided
Reading)
Group B: 18 students (Guided Reading w/ no
attention to Character Education)
• Teachers with similar teaching experience
• Students with equal reading ability
• Use of same reading resources and assessment tools
Methods cont.
• Instruments:
Questionnaires/Surveys
Periodic Reading Benchmarks (Fountas & Pinnell)
• Practices:
“Circle Up”
Full Value Contract
“TO EDUCATE ONE IN MIND AND NOT
MORALS IS TO EDUCATE A MENACE TO
SOCIETY”
--THEODORE ROOSEVELT
References
Aldridge, J. (2000). The Future of Character Education. Childhood Education International. 100-10
Allred, C. G. (2008). Improving Academics, Behavior, and Character . Leadership, 38(2), 26-29.
Avarez, D., & Lapsley, D. K. (2008). teaching Moral Character: Two Alternatives for Teacher Education. The Teacher Educator, 43(2), 156-162.
Bajovic, M., Rizzo, K., & Engemann, J. (2009). Character Education Re-Conceptualized for Practical Implementation. Canadian Journal of
Educational Administration and Policy, p. 1-23. Retrieved March 1, 2010, from Education Full Text database.
Battistich, V. A. (2008). Voices: A Practitioner's Perspective: Character Education, Prevention, and Positive Youth Development. Journal of
Research in Character Education, 6(2), 81-90.
Benninga, J. S., Berkowitz, M. W., Kuehn, P., & Smith, K. (2006). Character and Academics: What Good Schools Do. Phi Delta Kappan, 87(6),
448-452.
Berkowitz, M. W., & Bier, M. C. (2007). What Works in Character Education. Journal of Research in Character Education, 5(1), 29-48.
Brannon, D. (2008). Character Education: It’s a Joint responsibility. Kappa Delta Phi Record, 44(2), 62-5. Retrieved March 1, 2010, from
Education Full Text Database.
Brimi, H. (2099). Academic Instructors or Moral Guides? Moral Education in America and the Teacher;'s Dilemma. The Clearing House, 82(3),
125-130. Retrieved February 21, 2010 from Education Full Text database.
Bulach, C. (2002). Implementing a Character Education Curriculum and Assessing Its Impact on Student Behavior. The Clearing House, 76(2),
79-83. Retrieved February 21, 2010, from Education Full Text database.
Chang, F., & Munoz, M. A. (2006). School Personnell Educating the Wohole Child: Impact of Character Education on Teachers' SelfAssessment and Student Development. J Pers Eval Education, 19, 35-49.
Damon, W. (2005). Good? Bad? or None of the Above?. Education Next, 5(2), 20-7.
Fenstermacher, G. D., Osguthorpe, R. D., & Sanger, M. N. (2009). Teaching Morally and Teaching Morality. Teacher Education Quarterly,
36(3), 7-19.
Howard, R. (2005). Preparing Moral Educators in an Era of Standards-Based Reform. Teacher Education Quarterly, 32(4), 43-58. Retrieved
March 6, 2010, from education Full Text database.
Kohlberg, L. (1975). The Cognitive-Developmental Approach to Moral Education. Phi Delta Kappan, 56(10), 670.
References cont.
Lockwood, A. (2009). A case for Character Education. Action Teacher Education, 31(3), 70-3.
Mathison, C. (1998). How Teachers Feel About Character Education: A Descriptive Study.
Action in Teacher Education, 20(4), 29-38
McKenzie, M. (2004).Seeing the Spectrum:North America Approaches to Emotiona, Social, and Moral Education.
The Educational Forum, 69(1), 79-90. Retrieved March 1, 2010 from Education Full Text database.
Milson, A. J., & Mehlig, L. M. (2002). Elementary Schools Teachers' Efficacy for Character Education. Journal of Education Research,
96(1), 47-53.
Narvaez, D., Khmelkov, V., Vaydich, J. L., & Turner, J. C. (2008). Teacher Self-Efficacy For Moral Education: Measuring teacher SelfEfficacy for Moral Education. Journal of Research in Character Education, 6(2), 3-15.
Nickell, P., & Field, S. L. (2001). Elementary Character Educaion: Local Perspectives, Echoed Voices. International Journal of Social
Education, 16(1), 1-17.
O’Sullivan, S. (2005) The Soul of Teaching:Educating Teachers of Character. Action in Teacher Education 26(4), 3-9. Retrieved February
21, 2010 from Education Full text database.
Sailor, w., Stowe, M., Thurnbull, H., & Klienhammer-Tramill, P. (2007). A Case for Adding Social Behavior to Standards-Based
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Sanchez, T. (2006). The Forgotten . America: A Story for Character Education. International Journal of Social Education, 21(2), 79-90.
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Appendix A
Letter of Consent
Appendix B
Running Record
Appendix C
Assessment Summary Form
Appendix D
Creation of a Full Value Contract