A review of the literature in several domains reveals that moral imagination plays a role in how we deliberate about moral issues and what motivates us to act in a moral way. This study begins by outlining an operational definition of moral imagination based largely on Dewey’s model of dramatic rehearsal (Dewey, 1922), along with an explication of the role of image schemas, metaphor, empathy, and narrative in moral imagination (Johnson, 1993) and an examination of how moral imagination develops through the lifespan. A review of the research of the components of moral imagination is included, especially in the literature of moral development, problem solving, and creativity, as well as a proposal of an avenue of research to advance the understanding of this vital and complex human capacity. The study continues with an investigation of a curriculum designed to foster the cognitive processing of empathic emotions stimulated by viewing film clips from Hollywood-produced films. The curriculum stimulates moral imagination by offering situations in which participants can place themselves and then discuss possible moral outcomes. The curriculum is thought to aid in the development of moral expertise by exposing participants to a perspective-taking script from childhood (Hoffman, 2000) and making that script chronically accessible to the participant (Lapsley & Narvaez, in press). Three hundred sixty-six students (grades third through eighth) enrolled in after-school programs in two rural Georgia counties were randomly assigned to either an intervention or control group. The content of the intervention was delivered in a 3-week period in one county and in a 9-week period in the other. Results indicate that the longer intervention produced more gains in moral theme recognition (MTI; Narvaez, Gleason, Mitchell, & Bentley, 1999) compared to the shorter intervention. Participants in the shorter intervention demonstrated an attraction to moral theme statements reflecting higher stages of moral reasoning after the intervention than before compared to a control group from the same county. While further study is warranted, it appears the curriculum initiated a transition to higher stage reasoning in some of the participants.

The main purpose of the study is to design the Character Education Course through action research methodology, which is composed of four ethic education methods such as Modeling, Conversation, Exercise and Affirmation advocated by Ethics of Care from three core value ¡§Concern¡¨, ¡§Respect¡¨ and ¡§Responsibility¡¨ deficient in practice research class. One class is carried out in each week and three classes are carried out for a core value curriculum. There are nine classes for three core concepts. Class No.10 is reviewed in the final stage. The concrete goal for this research is stated as follows. 1. Discussion the effect of the Character Education Course based on Ethics of Care on the student¡¦s ethic behavior change. 2. Discussion the effect of the Character Education Course on the interaction between teacher and student. 3. Discussion the effect of the Character Education Course on the feasibility in practice. Several conclusions derived from this research are as follows. 1. Student¡¦s ethic behavior i. It¡¦s helpful to build the harmony atmosphere is class through the Character Education Course in Ethics of Care. Also the relationship between classmates is partly improved. ii. It¡¦s different for each student¡¦s ethic behavior change. But the positive restraint force is formed between the same generation. 2. Interaction between teacher and student i. Teacher is key person to affect student¡¦s behavior. Modeling may be imitated by student naturally. ii. Teacher like to dialogue with student such that student wish to develop character naturally. iii. Give the practice chances to students by modifying taking care of every single thing personally. It is expected to be helpful to the interaction between teacher and student. iv. Teacher must learn to think over positively in student¡¦s viewpoint to confirm the growing trajectory of student. 3. Feasibility in practice i. Students affirm the Character Education Course in Ethics of Care. ii. It¡¦s still necessary to continually track record the change of student¡¦s ethic behavior.

The purpose of this study was to determine whether higher levels of 4-H leadership positively correlate with higher levels of emotional intelligence. Also, this study sought to determine whether the Texas 4-H program enhances emotional intelligence through their character education program. A final purpose was to determine if these traits were reflected in the leadership of the 2005-2006 Texas 4-H Council. When character development variables were measured against gender, only three were found to be significantly different. There was also little significance when the character development variables were measured against the type of school (public, private, home) the Council members attended. There was no relationship between character development and years in the 4-H program. The Total EQ score obtained by the Texas 4-H Council members was about average (97). Usually a score in this range is obtained by a group that functions very well in some or most areas of emotional intelligence. A score of 100 represents effective emotional functioning. Overall, females on Council had higher scores for all five of the Emotional Quotient domains and, therefore, for the Total Emotional Quotient score. There was no relationship between emotional intelligence and years in the 4-H program and no difference in character education and emotional intelligence levels for Texas 4-H Council officers versus Texas 4-H Council members. However, the author did find that there was a positive relationship between character education and emotional intelligence.

A Study Of Texas Youth Livestock Exhibitors Knowledge Within The Constructs Of The Quality Counts Assessment. (August 2013) J. D. Ragland, B.S., M. S. Chairman of Advisory Committee: Dr. Steve Fraze. The purpose of this study was to examine the effectiveness of the current Quality Counts program and assessment. This on-line training and assessment is a required program of completion for all youth exhibiting livestock at all major livestock shows in Texas. The studies additional purposes was to evaluate assessment results of participants within their respected age groups and club affiliation, and to identify their relationships of the four program objectives as well as the three research objectives outlined for this study to determine where curriculum improvements maybe needed. It was concluded that the Quality Counts program needs revision to be a more effective tool for youth exhibiting livestock.

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

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

Deteriorating social behavior, negative media influence and violence among adolescents have given cause to pause and assess character development for the youth of this country. The purpose of this case study was to examine how a Muslim school’s curricula implemented character education. This study used a qualitative single-case methodology to examine character education as it was experienced by the participants in a private Muslim school. Data were collected from participant interviews, document analysis, and observations of classrooms, daily activities and special events. Data were analyzed to determine how character education was defined by the school, the method of delivery for the character education initiatives and the implementation of character education in this Muslim school. Analysis was based on Character Education Partnership’s (CEP) Eleven Principles of Effective Character Education (2007). The results of the study revealed: (a) participants defined character education using varied traits, processes, and expected behaviors. (b) The school delivers its character education curriculum primarily through the Islamic studies division; an add-on delivery method. Still, there was evidence of partial integration of character education in the core courses and (c) based on CEP’s Eleven Principles four were present and five were partially present in the school’s character education initiatives. Findings also revealed that the school’s emphasis on values, morality and spirituality was instrumental in their teaching character. Findings suggest that if participants in the school community work together they might formulate a definition of character education based on common process and expected behavior and create a collaborative working relationship to implement a character education program. Finally, addressing the absent and partially absent elements of the eleven principles could enhance the school’s character education initiatives. The study provides a process by which religious schools could examine their character education programs. The criteria used to measure the use of character education elements are transferable to other settings; however, this method of study does not allow generalization of findings.

This paper details the design and development of a self-directed character education program based on the Aims of a BYU Education. Specifically, the program was intended to meet the following objectives: (a) increase student awareness of the BYU Aims, (b) provide opportunities for students to recognize and understand principles of good character, (c) engage students in enriching application of character values, and (d) lay the foundation for lifelong learning, service, and good character. The design process followed a modified systematic approach and resulted with a pilot trial of the BYU Aims Program. The selection of design model, preliminary analyses, and formative evaluation appear to have particularly contributed to the success of the pilot. While participant feedback did suggest that involvement in the pilot helped participants meet the intended objectives, the program suffered a high participant attrition rate over the course of pilot. Participant feedback also suggested that modifications to program delivery, interface, and duration and requirements of challenge activities would be necessary to improve or maintain participant engagement in future iterations of the program.

The purpose of this study was to determine whether significant relationships existed between character education and the number of incidents of crimes and violence, attendance rates, and academic achievement in Florida public schools. Proponents of character education such as Lickona (1991) and Murphy (1998) posited that there was a positive correlation between teaching and practicing the six pillars of character education, and student achievement, and increased attendance. They also posited that there was a negative correlation between character education and incidents of crime and violence. The researcher acquired data in an attempt to determine whether or not the views of Lickona (1991), Murphy (1998) and others holding this view would yield similar results in the Florida public schools. The theoretical framework for the study was Kohlberg's cognitive-developmental theory of moral reasoning. The study was compiled between 2003 and 2004 based on data for the 1998-1999 school year and the 2002-2003 school year. These dates were chosen because they were the pre-implementation year (1998-1999) and four years after the character education mandate went into effect. Data from 67 Florida counties were solicited and 10 counties selected as samples of effective character education implementers and non-effective character education implementers in their elementary schools. Utilizing Statistical Package for Social Science (2004), data were analyzed for statistically significant relationships in order to confirm or negate the null hypotheses. The tests utilized were repeated measures ANOVAs. The study found a statistically significant relationship between those counties that effectively implemented a character education program in their elementary schools and student attendance, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and student achievement, as compared to counties that did not effectively implement a character education program in their elementary schools. The study did not find a statistically significant relationship between those counties that effectively implemented a successful character education program in their elementary schools and lowered incidents of crime and violence, as compared to counties that did not effectively implement a character education program in their elementary schools. In all school districts studied, however, over the four-year period incidents of crime and violence were reduced, the absenteeism rate was reduced, and achievement had increased. This could have been due to the implementation of any type of character education program or it may have been due to other programs implemented in the Florida schools.

Moral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the nature of society, the time orientation of tradition, and the resulting morality in action. The analytic framework was then applied to ten notable traditions: Catholic religious education, values clarification, Kohlberg's cognitive-developmental theory, five multicultural education traditions (Teaching the Exceptional and Culturally Different, Human Relations, Single-Group Studies, Multicultural Education, and Education that is Multicultural and Social Reconstructionist) reviewed by Sleeter & Grant, and Skinner's theory of behavior modification. This study presents the analytic framework in depth and offers a brief narrative of its application across traditions. The resulting synthesis offers a review of commonalities, differences, surprises, and finally, a proposal that an existing presupposition stands as the defining one in regard to differentiating among moral education traditions.