By
moral reasoning.
data for the 1998-1999 school year and the 2002-2003 school
year. These dates were chosen because they were the pre-
i
implementation year (1998-1999) and four years after the
ANOVAs.
ii
a statistically significant relationship between those
iii
ACKNOWLEDGMENTS
dissertation process.
encouragement.
iv
To my daughter Elyse and her husband Aaron Greenberg,
thank you for all the times you put your own needs on hold
that I would see this through and I thank you also for your
frightening times.
you want.
v
and that I could accomplish anything to which I set my
influence others.
vi
TABLE OF CONTENTS
ABSTRACT.................................................. i
ACKNOWLEDGMENTS.......................................... iv
LIST OF TABLES........................................... ix
LIST OF FIGURES........................................... x
CHAPTER 1: INTRODUCTION.................................. 1
Significance of the Study................................ 2
Statement of the Problem................................. 4
Purpose of the Study..................................... 4
Research Questions....................................... 5
Null Hypotheses.......................................... 6
Methodology.............................................. 7
Definition of the Terms................................. 10
Delimitations........................................... 12
Limitations............................................. 12
Theoretical Framework................................... 13
CHAPTER 3: METHODOLOGY.................................. 84
Overview of the Study................................... 84
Procedural Methods...................................... 84
vii
Research Question 2.................................... 103
Research Question 3.................................... 103
Research Question 4.................................... 104
Research Question 5.................................... 105
Results of the Hypotheses.............................. 106
Hypothesis 1........................................... 106
Hypothesis 2........................................... 109
Hypothesis 3........................................... 114
viii
LIST OF TABLES
ix
LIST OF FIGURES
x
CHAPTER 1
INTRODUCTION
1
Character First (Character Training Institute, 1999) and
curriculum.
2
cumulative, and complex (Wynne, 1989), the character
(Fenstermacher, 1990).
3
Statement of the Problem
explored.
4
that there was a negative correlation between character
Research Questions
questions:
schools?
schools?
5
ensure that the respective schools are following
Null Hypotheses
study:
6
Methodology
your program?
7
After receiving responses from participating school
8
of character education program. Data were gathered on the
following:
9
Definition of the Terms
the Supreme Being, due to the fact that these papers may be
tradition, one does not spell out the name of the Supreme
books and papers that contain the holy name, when no longer
10
Moral Education--Incorporates how the individual, as
public good.
Clearinghouse (2004):
requirements.
graduation.
11
3. California, Connecticut, Florida, Indiana,
Delimitations
Limitations
not take into account other programs (such as, but not
12
Other factors must also be considered, such as history,
districts.
Theoretical Framework
and property.
13
perspective, the child has an egocentric
14
interests between self and others conflict, so
expectations.
15
Socially, a person at this stage is in
societys welfare.
16
the viewpoint of the system that defines
(Kohlberg, 1981).
to the group.
17
opinions and rules are relative to ones
group.
(Kohlberg, 1981).
18
universal ethical principles that should be
particular decisions.
19
CHAPTER 2
REVIEW OF LITERATURE
Introduction
there has been much confusion and conflict about the role
1999).
20
Throughout history, most countries have had two great
21
Character Counts! (a text commonly used in the public
Trustworthiness:
Be honest
Dont deceive, cheat or steal
Be reliable do what you say you will do
Have the courage to do the right thing
Build a good reputation
Be loyal stand by your family, friends and country
Respect:
Treat others with respect; follow the Golden Rule
Be tolerant of differences
Use good manners, not bad language
Be considerate of the feelings of others
Dont threaten, hit or hurt anyone
Deal peacefully with anger, insults and disagreements
Responsibility:
Do what you are supposed to do
Persevere: keep on trying!
Always do your best
Use self-control
Be self-disciplined
Think before you act consider the consequences
Be accountable for your choices
Fairness:
Play by the rules
Take turns and share
Be open-minded; listen to others
Dont take advantage of others
Dont blame others carelessly
Caring:
Be kind
Be compassionate and show you care
Express gratitude
Forgive others
Help people in need
22
Citizenship:
Do your share to make your school and community better
Cooperate
Stay informed; vote
Be a good neighbor Obey laws and rules
Respect authority
Protect the environment (Josephson Institute, 2004, 1-7)
For example:
23
Zoroastrianism: That nature alone is good which
refrains from doing another whatsoever is not good for
itself (Dadisten-I-dinik, 94,5). (Teaching Values,
2004)
should be fostered).
good character.
24
One of the reasons character education has been so
began with The Old Deluder Satan Act of 1647. Thus, the
25
into the hands of Satan if they did not learn how to read
Deluder Satan Act further provided that if any town did not
(Massachusetts, 1853).
Not only did The Old Deluder Satan Act require the
26
The New England Town School in Boston used the
Holy Commandments.
27
and religious studies, Franklins schools taught English as
1999).
28
Money to fund the Catholic schools was a problem.
(Kern, 1999).
1999).
29
During the period from the turn of the twentieth
curriculum.
30
by The Teachers College at Columbia University. Character-
1993).
31
would continue to practice these values in other school
32
longer fashionable for education institutions to promote
that was the way they were taught to teach), many former
development were:
33
The preconventional level which is comprised of:
Instrumental-relativist orientation
orientation
Universal-ethical-principle orientation.
(Kohlberg, 1975).
34
application of master virtues of the community such as
the notion that our nation was at risk due to the poor
35
schools. Societal pressures were taking their toll on the
statistics:
36
children. In the foreword to Murphys (1998) book Character
education:
37
of the American youth. Among other concerns, during the
1993).
38
stabbings of a North London head-teacher, and the massacre
prepared for life, than their parents were at the same age
(p. 5).
39
Good character is a necessity for individuals to
and love.
40
Diversity of Character Education Perspectives
would save their dog before the stranger because they love
their dogs but did not even know the stranger. According to
that human beings are created in G-ds image and that dogs
save the life of the stranger before that of his dog). The
value system.
the world around them and the human beings who inhabit this
41
such virtues as love. It is not a straightforward task to
42
The second category of moral values were non-
They are:
1. Knowledge
43
3. The actions must be based on a firm and
unchangeable character.
1998).
reference.
44
Effective character education programs teach values
45
Of course, if parents supported character education
46
character education movement and stated that the values
tests.
47
education programs are shirking their duty if they turn out
children who are brain smart but not heart smart (p.1).
48
addition Delattre and Russell came to the conclusion that
Environment
not exist in a vacuum. These are the programs that not only
the old adage its not whether you win or lose but how you
49
character will be shaped accordingly. Everything that a
(Etzioni, 1998).
50
against their intrinsic nature. Especially in the wake of
that,
51
membership, an increased demonstration of respect for each
52
students will look elsewhere, such as their peers and the
75).
53
ideal model for character education in the classroom. The
Legal Issues
54
protests and outpouring of indignation in the New England
students excused from this law were those who were limited
three miles from the nearest road, and those children who
had already completed the eighth grade. Parents who did not
55
the right of parents to choose the type of education that
2001). In this vein, there are those who are concerned that
56
education back into the public schools, as well as to
religion.
57
Constitution. The Supreme Court further held that at
58
Justice Clarence Thomas wrote that by allowing the
(Walsh, 2001b).
59
during the school day (in a spot that is not accessible to
p.7).
1994).
60
take care not to even suggest the use of such symbols (The
school calendar, which had for the past few years closed
(Sandham, 2000).
61
when they are celebrated, but teachers may not use the
62
or compel other students to participate (The First
63
curricular student group to meet, they must allow access to
and the Concerned Women for America. Also included were the
64
needed to be restricted government must choose the least
65
unconstitutional behavior. Rather, it was an attempt to
Tolerance, 2001).
66
in the number of honor roll students and higher reading
to health issues.
reported.
students
67
of those most at risk for those types of
behaviors
drug use
components:
68
2. It is important to recognize that as the students
caring.
69
opportunities to develop character traits such as
learning styles.
70
sort of prize or reward.
71
9. A strong character education program must have a
participate.
72
a. The character of the program in other words
73
Effective People: Restoring the Character Ethic (Fireside,
gain momentum.
74
incendiary mix of prayer, politics, and the public schools.
have the bill signed into law. Bills promoting the display
75
nondenominational or overtly Christian prayers. However,
76
consistent with the guiding principles of the religion
77
should mention that the Declaration of Independence
modern times.
78
remembered searching for a good AIDS curriculum
79
they consider social issues and make personal moral
80
such as generosity versus selfishness, faithful
we can:
81
c. How has humanity dealt with these questions
throughout history?
such matters?
82
programs that suit their needs by borrowing from diverse
their populations.
83
CHAPTER 3
METHODOLOGY
may replicate.
Procedural Methods
84
education in each districts public elementary schools. The
your program?
program?
85
developed a comprehensive program and/or were using the
schools of Florida.
86
confirmed by Ralph Ricardo, Social Studies Program
the researcher.
87
3. How closely are you following your school
program?
education plan?
as follows:
88
character education plans, the followings schools were
chosen:
Flagler (northeast)
Broward (southeast)
89
15. Tamarac Elementary School
Seminole (central)
Bay - (panhandle)
90
4. Hutchison Beach Elementary School
Sarasota - (southwest)
91
10. Gulf Gate Elementary School
chosen:
92
3. Forest Hill Elementary School
93
9. Mill Creek Elementary School
94
Lee County -(southwest)
mandate.
95
2. The number of incidents of crime and violence for
96
the FCAT Sunshine State Standards test for the
ANOVAs.
97
CHAPTER 4
ANALYSIS OF DATA
Introduction
questions:
your program?
98
districts character education plan?
99
districts offered little more than one page of paper issued
following:
100
curriculum and the variables of student attendance,
schools.
Research Question 1
and citizenship.
101
Positive Action, Personal and Social Responsibility, and
Character Program.
and service.
102
The Bay County School District plan incorporates the
curriculum.
Research Question 2
Research Question 3
103
(Flagler, Broward, Seminole, Bay and Sarasota) showed
Research Question 4
The data did not show that the school districts that
104
Research Question 5
105
this takes the form of a monthly writing prompt in which
period.
Hypothesis 1
106
reported incidents of crimes and violence in the selected
Table 1
___________________________________________________________
Type III Sum Mean ETA
Source Time of Squares df Square F Sig Squared
Measure: Measure 1
107
Table 2
108
2002-2003 school year. Strong implementation was the
A, Figure 1).
Hypothesis 2
109
tests were used for Reading Achievement and Math
Achievement.
Table 3
Measure: Measure 1
in Table 4.
110
Table 4
increase of 6.58%.
111
A review of Boxs test for the equality of covariances
(Table 5).
Table 5
Measure: Measure 1
112
predicted direction, it is important to inspect the means
in Table 6.
Table 6
113
year 2002-2003, an increase of 7.52%. The plotted means
Hypothesis 3
114
between the implementation of a strong character education
(Table 7).
Table 7
___________________________________________________________
Measure: Measure 1
115
the change was in the predicted direction, it is important
Table 8
116
school year, to 5.84% during the 2002-2003 school year, a
117
CHAPTER 5
Summary
live.
strong program.
118
Strong working models were found to have the following
shared characteristics:
stationery.
119
d. That if they sponsor events such as shows,
manner.
character traits.
performance.
120
direct links to the National Character Education
Center.
posters.
websites.
121
environmental activities as they relate to the
Discussion
122
It was interesting to note that in school districts
feasible.
Education.
Conclusions
123
students achieving a Level 3 or higher on the FCAT Reading
conclusions.
school year.
124
the schools with comprehensive programs, did not
125
programs. Data reported for the 2002-2003 school
Recommendations
126
1. Since there was a statistically significant
districts.
127
the variables of student attendance, achievement and the
student achievement?
in these schools?
in these schools?
128
between teaching the pillar of caring and the
in these schools?
129
APPENDIX
Figure 1
Reported Incidents of Crimes and Violence Per School
130
g
68
66
64
62
P e rc e n t o f S tu d e n t s
60
C H AR AC TER ED
58
W eak
56 Implementation
S trong
54 Implementation
1998-99 2002-03
TIME
Figure 2
Percentage of Students Reading at Level 3 or Higher
131
60
50
P e rc e n t o f S tu d e n t s
CHARACTER ED
Weak
Implementation
Strong
40 Implementation
1998-99 2002-03
TIME
Figure 3
Percent of Students Achieving at Level 3 or Higher in
Mathematics
132
8 .0
7 .5
P e rc e n t o f S t u d e n t s A b s e n t
7 .0
6 .5
C H A R A C TE R E D
6 .0 W eak
Im p l e m e n ta ti o n
S tro n g
5 .5 Im p l e m e n ta ti o n
1 9 9 8 -9 9 2 0 0 2 -0 3
TI M E
Figure 4
Mean Percent of Students Absent at Least 21 Days of School
Per Year
133
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134
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135
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136
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