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ERIC Number: ED527458
Record Type: Non-Journal
Publication Date: 2008
Pages: 194
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-7110-8
ISSN: N/A
Teacher Perceptions of Changes in Middle School Student Behavior after Implementation of a Character Education Program
Cleary, Maria F.
ProQuest LLC, Ed.D. Dissertation, Seton Hall University
The purpose of this study was to investigate the perceptions of teachers regarding the effects of a character education program on student behavior at a New Jersey public middle school for sixth graders. Specifically, the studied examined student behaviors in the areas of self-awareness, self-management, relationship management and social awareness as they were perceived by teachers. The study also investigated the extent to which teachers felt the character education program should continue and be improved upon for the next school year. In this qualitative study, 13 teachers from a sixth grade middle school in an affluent suburban town in New Jersey were interviewed. Efforts were made to include a representative sample of the faculty in terms of sex, age, and subjects taught. Questions were designed to identify and evaluate student behaviors in each of the four categories listed above. Data were tape recorded and transcribed. Findings indicated that most teachers saw a minimal positive effect of the character education program on student behaviors, with some indicating that they observed no effect whatsoever. Some teachers were able to cite specific examples where the program was referenced by students in the classroom; others gave examples of instances when they had been able to integrate the program's messages into their lessons. However, they were still reluctant to report that the program had influenced student behaviors in any definitive way. Nonetheless, all the interviewees felt that the program should continue. Many articulated that they saw a need for character education in their school's curriculum and that they would like to see the program offered again with improvements. They cited better timing of the program, more professional development opportunities, and increased integration of the program into the school's curriculum as examples of ways to enhance its effectiveness. Recommendations for further study included research on other age groups, in schools where the program had been more fully integrated and where faculty had been adequately trained in program implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey