Character Learning

CHAPTERONE: INTRODUCTION...............................03

Statement of the Problem...............................03

Purpose of the Study...................................06

Approach of the Study..................................07

Significance of the Study..............................08

Limitations of the Study...............................09

Definitions............................................12

CHAPTER TWO: LITERATURE REVIEW.........................12

History of Character Education.........................12

Fundamental Elements of Character Education............16

Need for Character Education...........................21

Character Education Best Practices.....................25

Character Education Implementation Methods.............31

Benefits of Character Education........................39

CHAPTER THREE: RESEARCH DESIGN.........................41

Research Strategy/Rationale............................41

Researcher Role........................................42

Research Site/Sample...................................43

Methods/Procedures – Data Collection...................44

Methods/Procedures – Data Analysis/Verification........45

CHAPTER FOUR: PRESENTATION & ANALYSIS OF DATA..........46

CHAPTER FIVE: RESULTS/RECOMMENDATIONS..................48

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or living by the standards of conduct defined by these values and behaviors. The goal of character education is to help children develop these “good” values and behaviors, to see the value in them and the value of acting on them and by them. If children are able to develop this basic set of values and act on them, experts in education argue that they will continue to develop a more profound understanding of their value over time. As Lickona, Schaps and Lewis (1998) report, “As people grow in their character, they will develop an increasingly refined understanding of the core values, a deeper commitment to living according to those values, and a stronger tendency to behave in accordance with those values” (53). It is important for educators to represent the learning and moral community, as modelers of character behavior. Further, children best learn an intrinsic motivation and the development of core values by doing (Lickona, et al. 1998, 54). The rights and needs of self and others should be the primary goal of developing intrinsic motivation to act according to a core set of values and behaviors, not extrinsic rewards or motivators. The Need for Character Education Politicians, community leaders, parents and educati
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Caring Separation, McDonnell Douglas, RESULTS/RECOMMENDATIONS Results, ANALYSIS DATA, King Jr, character education, Character Education, Education Unlike, John Dewey, Limitations Study, Donna Anderson, character education programs, education programs, public education, core values, values behaviors, community leaders, character education program, education program, core values behaviors, public schools, implementation character education, implementation character, parents community, parents community leaders,
Approximate Word count = 9468
Approximate Pages = 38 (250 words per page)