Character Education: Frill or Foundation?

Autor/inn/en	Schwartz, Merle J.; Beatty, Alexandra; Dachnowicz, Eileen
Titel	Character Education: Frill or Foundation?
Quelle	In: Principal Leadership, 7 (2006) 4, S.25-30 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Program Effectiveness; Teaching Methods; Student Behavior; High School Students; Secondary School Teachers; Educational Environment; Achievement Gains; Personality; Community Involvement; Ethical Instruction; Values Education; Social Values; Moral Values; Student Development; Citizenship Education; Social Responsibility; Empathy; Altruism; Cultural Pluralism; Middle School Students; Faculty Development; Peer Relationship; Educational Planning; Family School Relationship; School Community Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Achievement gain; Leistungssteigerung; Personalität; Ethics instruction; Teaching of ethics; Ethikunterricht; Werterziehung; Sozialer Wert; Moral value; Ethischer Wert; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Soziale Verantwortung; Empathie; Altruistic behavior; Altruismus; Kulturpluralismus; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Peer-Beziehungen; Bildungsplanung
Abstract	Proof of academic performance often serves as the litmus test for maintaining instructional practices and programs. Just as the national focus on academic improvement has gained momentum, so too has another movement calling for character education. Educators find themselves caught in the middle, questioning whether character education is just another passing fad or a valid educational initiative that will positively affect student performance as well as attitude. The phrase "character education" does not refer to a single approach or even a single list of the values that are taught in character education programs. "Character education" is often the umbrella term that describes concerted efforts to teach a number of qualities, such as civic virtues, respect and responsibility, social and emotional learning, empathy and caring, tolerance for diversity, and service to the community. This article discusses two recent studies of character education programs that provide evidence of their effectiveness--and describe strategies that will help middle level and high school educators who want to initiate or improve character education in their schools. These data-driven studies approach character education scientifically from two different perspectives. The first (Lickona & Davidson, 2005) explores the character education initiatives in 24 high schools that have received recognition for excellence; the second study (Berkowitz & Bier, 2005) examines 69 research studies on 33 specific character education programs to provide empirical evidence of what works in character education. The two studies fit together like pieces of a puzzle to confirm what many have long argued: effective character education not only improves school climate and student behavior but also can lead to academic improvement. Effective features of character education include professional development, peer interaction, an explicit agenda, and family and community involvement. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10