Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Vita. Includes bibliographical references (p,115-124). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 115-124). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 115-124). Also available on the Internet.

Thesis (Ed. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 134-149).

Music is often used by its advocates as a vehicle to promote positive changes in students, academically, emotionally, and socially (Catterall, Chapleau & Iwanaga, 1999; Fiske 1999). In this study, I examined the implementation, in my own public elementary classroom, of a five-month Character Really Matters! songwriting program that I developed. The study is designed to provide insight into the potential impact of such songwriting music programs on students’ character development. The study examined the connections students made between the songwriting program and their lives. The data for this study were derived from a guided student reflection form used as a normal part of teaching. To provide further elucidation of the impact of the songwriting program on students’ character development, I supplemented the reflection-form data with my direct classroom observations using field notes and a character-tracking checklist. Findings from the research revealed connections between songwriting and its impact on developing children’s work habits in collaboration, cooperation, commitment to quality work, and in turn, character development. By writing songs, students were able to tell stories and reflect on their learning from their songwriting experiences. The findings from this study inform the justification and improvement of the program and contribute to the school board’s body of evidence used to examine its character education program. / Thesis (Master, Education) -- Queen's University, 2013-01-06 19:24:02.226

Surely, moral education is not merely intended to result in theoretical knowledge, but instead attempts to change people's behavior. However, when examining and evaluating current trends in moral education, it appears that hitherto moral education has fallen short of its goal to make people better. In this paper, I try to determine what has caused this perceived failure of moral education and conclude that approaches that focus on teaching moral reasoning skills rather than on teaching actual moral content, i.e., values and virtues, are generally ineffective for moral improvement. However, a more traditional form of moral education, namely character education, appears to be a viable alternative to the moral reasoning methods. Since character education can be regarded as the practical application of virtue ethics, I first describe and evaluate virtue ethics and defend it against potential criticisms. I then examine what methods are effective for teaching virtues, and how such methods can potentially be incorporated into the curriculum. Since virtues cannot be taught through theoretical instruction, the acquisition of good habits constitutes the necessary foundation for the establishment of good moral character. Some methods that have been suggested for laying the foundation for virtue are the use of stories, role play, as well as the inclusion of physical and outdoor activities, etc. Furthermore, habituation constitutes the basis for the acquisition of good habits, and as such it requires the application of rewards and punishment by a caring tutor, who at the same time can serve as a role model for virtuous behavior. Finally, I extrapolate if and how character education can be employed to make people more environmentally conscious citizens. I conclude that environmental virtue or character education is the most effective method of environmental education, since it affects how an individual understands, views, and subsequently interacts with the natural environment.

The purpose of this action research is to discuss character education involved in reading teaching of class management. The study body is to 20 student in my class. Data were collected from videotaping, recording, interviews, artworks, parental feedbacks, and checklists. There are four purposes of this action research: 1.To plan, design, and apply the integrated curriculum of character education involved in reading teaching. 2.To discuss the influences of character education involved in reading teaching on students¡¦ respect. 3. To discuss the influences of character education involved in reading teaching on students¡¦ careing. 4.To realize the effection of character education involved in reading teaching and provide research. There are some conclusions from the action research of character education involved in reading teaching through the half a year: 1.The manifestation of character respect and care possesses the effect of immediate and sustained. 2. The reading teaching of character education the whole effect is over the starting behavior and the next class of no reading teaching on character education. The researcher made the following suggestions: 1.The course design is connect to student¡¦s experience 2.The choice of teaching material can integrate teacher team¡¦s research and design. 3.The teaching active should break the center of research and give student a lot of opportunities to development. 4. The multievaluation active must teacher and student¡¦s common participate and emphasize the value, belief and benefit of potential curriculum. 5. The character education should emphasize the interaction and feedback of teacher and student.

The focus of this study is to suggest guidelines for the implementation of a character education program in high schools. It has become clearly evident, from the literature that character education is of cardinal importance for instruction and education. The breakdown of values in South Africa is leading to an increase in crime in the country, which will have far-reaching consequences if learner crime is not addressed. Character education could offer a possible solution and make learners realise the difference between "right" and "wrong" as well as to say "no" to drugs, alcohol, sex, gangs and other social problems. A literature study was done to highlight the nature and scope of behaviour problems in overseas schools as well as South African schools. There was also looked at the impact of violence on the culture of instruction and learning as well as the external and internal factors that can play a role in violence within schools. Furthermore, the concept of character education was investigated as well as character education as possible solution to behavioural problems in high schools. There was also looked at whether character education does indeed produce positive results. Different character education programs that have already been implemented successfully abroad were investigated. Smart & Good High Schools seem suitable for the South African situation and could easily be adapted to the circumstances of individual schools. This program ascribes to the view that the best high schools have two main objectives in common, namely: to help learners to become smart - in the multi-dimensional sense of intelligence - and to help them become good - in the multi-dimensional sense of moral maturity. It is, therefore, about excellence and ethics. Lickona and Davidson (2005) mention schools that are committed to both these objectives, Smart & Good High Schools. Guidelines for the implementation of a character education program arose from discussing the program. In order to determine in what areas character education are needed with learners; how parents evaluate the character education of the learners of the school; what teachers are presently doing to promote character education; and how the learners' values changed within the scope of six months, questionnaire surveys were used. Questionnaires were given to learners wherein they had to judge their own values and that of their fellow learners. Questionnaires were given to parents asking their opinions on the values currently displayed by learners of the relevant school; what parents would like see with the learners; the character traits of the learners; and which traits the school should promote. Questionnaires were also distributed to the teachers of the school to determine to what extent particular promising practices are being pursued to promote character education with learners. A test sample of Grade 8 to 12 learners also filled out a revised questionnaire to determine to what extent these practices were indeed being applied in the classroom. The primary objective of the survey was to determine the character education practices of a particular high school in the North-West Province and to suggest guidelines for the implementation of a character education program. The empirical survey aided in achieving this objective. Findings of some concern, within the scope of six months, related to the general deterioration in the behaviour/habits of the learners at the school, inter alia the number of learners who smoke, drink, are aware of those who use drugs as well an increase in learners who tested positive for HIV/AIDS. In addition, almost half the learners indicated that they find it difficult to say "no" to negative peer pressure. It has been concluded that character education in schools offer a definite solution and that such a program can be integrated effectively into the existing curriculum. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The focus of this study is to suggest guidelines for the implementation of a character education program in high schools. It has become clearly evident, from the literature that character education is of cardinal importance for instruction and education. The breakdown of values in South Africa is leading to an increase in crime in the country, which will have far-reaching consequences if learner crime is not addressed. Character education could offer a possible solution and make learners realise the difference between "right" and "wrong" as well as to say "no" to drugs, alcohol, sex, gangs and other social problems. A literature study was done to highlight the nature and scope of behaviour problems in overseas schools as well as South African schools. There was also looked at the impact of violence on the culture of instruction and learning as well as the external and internal factors that can play a role in violence within schools. Furthermore, the concept of character education was investigated as well as character education as possible solution to behavioural problems in high schools. There was also looked at whether character education does indeed produce positive results. Different character education programs that have already been implemented successfully abroad were investigated. Smart & Good High Schools seem suitable for the South African situation and could easily be adapted to the circumstances of individual schools. This program ascribes to the view that the best high schools have two main objectives in common, namely: to help learners to become smart - in the multi-dimensional sense of intelligence - and to help them become good - in the multi-dimensional sense of moral maturity. It is, therefore, about excellence and ethics. Lickona and Davidson (2005) mention schools that are committed to both these objectives, Smart & Good High Schools. Guidelines for the implementation of a character education program arose from discussing the program. In order to determine in what areas character education are needed with learners; how parents evaluate the character education of the learners of the school; what teachers are presently doing to promote character education; and how the learners' values changed within the scope of six months, questionnaire surveys were used. Questionnaires were given to learners wherein they had to judge their own values and that of their fellow learners. Questionnaires were given to parents asking their opinions on the values currently displayed by learners of the relevant school; what parents would like see with the learners; the character traits of the learners; and which traits the school should promote. Questionnaires were also distributed to the teachers of the school to determine to what extent particular promising practices are being pursued to promote character education with learners. A test sample of Grade 8 to 12 learners also filled out a revised questionnaire to determine to what extent these practices were indeed being applied in the classroom. The primary objective of the survey was to determine the character education practices of a particular high school in the North-West Province and to suggest guidelines for the implementation of a character education program. The empirical survey aided in achieving this objective. Findings of some concern, within the scope of six months, related to the general deterioration in the behaviour/habits of the learners at the school, inter alia the number of learners who smoke, drink, are aware of those who use drugs as well an increase in learners who tested positive for HIV/AIDS. In addition, almost half the learners indicated that they find it difficult to say "no" to negative peer pressure. It has been concluded that character education in schools offer a definite solution and that such a program can be integrated effectively into the existing curriculum. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.