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The Impact Of Character Education Programs On Student Discipline Referrals In Texas Public Schools
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Book Synopsis The Impact of Character Education Programs on Student Discipline Referrals in Texas Public Schools by : Rebecca Ramirez Morrison
Download or read book The Impact of Character Education Programs on Student Discipline Referrals in Texas Public Schools written by Rebecca Ramirez Morrison and published by . This book was released on 2006 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Descriptive statistics such as mean, standard deviation, and confidence levels about the mean were used to study the demographic information. Inferential statistics used in the study involved a general linear model repeated-measures and one-way analysis of variance (ANOVA). Post-hoc comparisons were conducted to compare the means of the groups in pairwise comparisons for ANOVAs found to be significant.
Book Synopsis The Influence of Character Education on Student Behavior and Student Academic Achievement in Texas Character Plus Middle Schools by : Santiago Davidu Udayar
Download or read book The Influence of Character Education on Student Behavior and Student Academic Achievement in Texas Character Plus Middle Schools written by Santiago Davidu Udayar and published by . This book was released on 2008 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Impact of a Character Education Based Interactive Discipline Program on At-risk Student Behavior in an Alternative School by : Michael G. Hylen
Download or read book The Impact of a Character Education Based Interactive Discipline Program on At-risk Student Behavior in an Alternative School written by Michael G. Hylen and published by . This book was released on 2008 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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).
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Character Education on Student Behavior by : William G. Thompson
Download or read book The Effects of Character Education on Student Behavior written by William G. Thompson and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Pro-social Behavior Program: Its Effects on Discipline Referrals and School Climate by : Craig K. Zerr
Download or read book Pro-social Behavior Program: Its Effects on Discipline Referrals and School Climate written by Craig K. Zerr and published by . This book was released on 2005 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to test the effectiveness of the school-wide PRIDE pro-social behavior program in reducing elementary students' discipline referrals and suspensions. A secondary purpose was to see if there was an improvement in school climate. Finally, a purpose of the study was to determine how the PRIDE program would impact on teachers' attitudes toward social learning skills. The teachers of the target school worked together to develop a program merging pro-social skills learning and character education that was tied to their local culture and community. The outcomes of this study reveal important information regarding the PRIDE Program and its impact, from the participants' perspective, on discipline referrals and suspensions and overall school climate. Further research could focus on student and parent perspectives at the target school or extend to other district principals and central administration. Investigating the positive impact of the PRIDE Program on school climate and reduction of discipline referrals and suspensions may encourage schools to merge pro-social skills learning and character education to develop a personalized program tied to their local culture and community.
Book Synopsis Influence of Character Education by : Santiago Udayar
Download or read book Influence of Character Education written by Santiago Udayar and published by LAP Lambert Academic Publishing. This book was released on 2013 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effectiveness of Character Education Programs in Middle and High Schools by : Chelsea E. Graff
Download or read book The Effectiveness of Character Education Programs in Middle and High Schools written by Chelsea E. Graff and published by . This book was released on 2012 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document defines character and character education, as it applies to the school setting. It explores the history and purpose of character education, the impact that character education has had on school violence, programmatic attempts at character education, and the strengths and weaknesses associated with character education programs. The researcher also identifies developmental targets and explains the role of the school counselor in implementing character education. The researcher sought out to determine the core values that were being incorporated and the teachers' perceptions of the character education program at the middle and high school level. This project took place at a rural public school in Livingston County, located approximately 20 miles southwest of Rochester, NY. The individuals who were selected to participate were employed as full-time teachers in the middle and high school. Teachers were asked to provide their perceptions of the character education program in regards to planning and implementation. Overall, teachers indicated that they were supportive of the program and were successfully able to teach, demonstrate, and model the behaviors that they expected their students to exhibit. Teachers identified several core values that were being incorporated into their classroom curricula, but integrity, responsibility, and respect were identified as being the most significant.
Book Synopsis The Impact of a Character Education Program on Student Behavior as Demonstrated by Academic Achievement and Discipline by : Robert C. Daria
Download or read book The Impact of a Character Education Program on Student Behavior as Demonstrated by Academic Achievement and Discipline written by Robert C. Daria and published by . This book was released on 2002 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effects of a School Character Education Program and Student Behavior by : Kristen Marie Eisemann
Download or read book The Effects of a School Character Education Program and Student Behavior written by Kristen Marie Eisemann and published by . This book was released on 2009 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Character Education in America's Blue Ribbon Schools by : Madonna M. Murphy
Download or read book Character Education in America's Blue Ribbon Schools written by Madonna M. Murphy and published by R & L Education. This book was released on 2002 with total page 272 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.
Book Synopsis Character Development in Schools and Beyond by : Kevin Ryan
Download or read book Character Development in Schools and Beyond written by Kevin Ryan and published by CRVP. This book was released on 1992 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Program Evaluation of the Character Education Program at a Junior High School in Saint Louis County by : Paul E. Sharp (II)
Download or read book A Program Evaluation of the Character Education Program at a Junior High School in Saint Louis County written by Paul E. Sharp (II) and published by . This book was released on 2013 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: Starting with the Ancient Greeks, Pilgrims, Puritans and Quakers and now all school districts across the United States of America are faced with continually increasing challenges of developing students who are well-rounded human beings capable of making moral and ethical decisions in an ever-increasing immoral and unethical world (Lickona, 1996; Riley, 2001). The purpose of this program evaluation is to examine how association between student-to-student and student-to-teacher, which includes fighting and bullying, disrespect and insubordination, have been affected from the inception of a school-wide character education program to a national character education program recognition. A Pearson's Chi-square test of association was utilized because it is one of the most commonly used statistical approaches to repeated measures designs. The scope of the program evaluation involved a cohort of students in a junior high school in St. Louis County from the inception of a character education program to the National School of Character recognition three years later. Discipline referrals were collected involving aggression, including fighting and bullying, disrespect and insubordination to determine the effect the character education program was having on student-to-student and student-to-teacher relationships. The result of the findings is there was no significant association between these reported behaviors, indicating the variables are independent of each other. This program study indicates there is no significant limitation in the relationship involving discipline referrals from the inception of the character education to the national recognition. This leads to a conclusion that the national recognition may be less concerned about reduction in discipline referrals, and may put more weight on practice, procedures and policy.
Book Synopsis Character Education Through the Lens of the Dignity for All Students Act by : Liza Caraballo-Suarez
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.
Book Synopsis Implementing a Literature-based Character Education Program in a Special Day Class by : Daniel Lee Murray
Download or read book Implementing a Literature-based Character Education Program in a Special Day Class written by Daniel Lee Murray and published by . This book was released on 2004 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 1991, many persons have been concerned with teaching students moral values in public schools. One popular approach to teaching values has been a literature-based character education program. This study examined the effectiveness of a literature-based character education program in a special education class. Following the collection of baseline data from two elementary school Special Day Classes, the program class (Class A) was taught the moral values of honesty, caring, hard work, and sharing for four weeks using a literature-based approach. The control class (Class B) had no formalized character education program. The classes were then compared by examining changes on three scales: the number of disciplinary referrals, student examples of living out the values, and teacher surveys about student behavior. During the testing period, students in Class B reduced their rate of disciplinary referrals by a greater amount than the students in Class A. On the other hand, the students in Class A showed a greater improvement than the Class B students in their ability to write personal examples of the moral values, demonstrating that the Class A students learned to relate knowledge about the four character values to their personal lives. The teacher surveys documented that student behaviors, especially honesty, were positively changed by the character education program in Class A. The daily reinforcement of character-based literature, conversation, role-playing, and writing helped the students in Class A to improve their behavior. Overall, the results of the study were mixed, indicating the need for further research about how best to teach character values to students in a Special Day Class.
Book Synopsis Journal of Character Education by : Jacques S. Benninga
Download or read book Journal of Character Education written by Jacques S. Benninga and published by IAP. This book was released on 2016-06-01 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 latest books, ideas and examples of the integration with character education of socio?emotional learning 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 four empirical articles, a practitioner’s voice, and a book review. Topics covered in this issue include different approaches to character education in the classroom (e.g., using literature, narrative writing), how teachers promote character education, and how coaches may promote character development.
Book Synopsis Implementation of a Character Education Program, in a Public School System, Will Reduce the Incidence of Disruptive/negative Behaviors by : Gloria L. Nalepka
Download or read book Implementation of a Character Education Program, in a Public School System, Will Reduce the Incidence of Disruptive/negative Behaviors written by Gloria L. Nalepka and published by . This book was released on 1998 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
