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ERIC Number: ED465700
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 102
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developing Character Education through the Use of Current Curriculum.
Heavey, Joani; Meyers, Melanie; Mozdren, Cathy; Warneke, Tricia
This report describes a program for advancing character education by expanding school goals of respect and responsibility and developing emotional intelligence by using the current curriculum. Targeted population consisted of elementary students in one first grade class and one fourth grade class, and middle school students in one sixth grade class, all located in a midwestern suburban setting. The problem of a school-wide lack of respect for adults and peers was documented through observations and data collected by four teachers, a principal, and other staff. Analysis of probable cause data show a past emphasis on academics with a lack of focus on emotional and social skills. Faculty and administration reported an increase in misbehavior by students in regular classrooms, special classes, lunchroom, and playground settings. Literature reviews revealed a national interest in students' declining respect for teachers and peers, indicating a lack of character education. A review of solution strategies shows the validity of character education in creating a positive learning environment. This resulted in the selection of an intervention of character building through the current curriculum. Through studying novels and songs, journaling, service projects, book buddies, and communication lab, students developed improved respect and interpersonal relationships. Post-intervention data indicate a decrease in inappropriate talking, and increases in respecting other's property, keeping hands and feet to oneself, and "being good." Fewer incidences of hurt feelings and ridicule from peers, as well as improvement in following school rules were observed. Appended are various sample forms. (Contains 16 references, 7 tables, and 6 figures.) (Author/BT)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A