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ERIC Number: ED538334
Record Type: Non-Journal
Publication Date: 2012
Pages: 214
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2672-0105-8
A Study of Urban Middle School Teachers' Reports on How Instruction in Character Education Contributes to Students' Leadership Practices
Haye, Henry H.
ProQuest LLC, Ed.D. Dissertation, University of Hartford
This qualitative study investigated urban middle school teachers' reports regarding the relationship between character education and student leadership practices of being honest, forward-looking, being inspiring, and being competent. This study utilized a conceptual framework derived from Kouzes' and Posner's (2002, 2008) extensive research, which uncovered the top four character practices expected of leaders. These practices are: honesty, forward-looking, being inspiring, and being competent. These practices are also embedded in urban middle school character education curriculum. The study's participants were twelve certified middle school teachers drawn from eight urban schools, located in a district in Northeastern United States. Each participant had taught in the school district for over one year. Individual interviews were done with participants to solicit reports regarding the aforementioned students' leadership practices. Data ascertained from urban middle school teachers' reports revealed that the sociocultural context of the school and surrounding community, students' motivation to succeed academically and socially, and teachers' beliefs regarding their instructional and social interactions with students were related to character education and the development of students' leadership practices. Recommendations for practice were designed to help urban middle school administrators and teachers in developing urban middles school students' leadership practices. Urban middle school teachers should receive on-going professional development or in-service training in character education and student leadership practices. A qualitative interview study with middle school administrators should be conducted to determine the amount of emphasis placed on character education. Teachers play a significant role in imparting character education instruction to students. Their reports, therefore, are paramount to assessing character education in their respective schools. The findings from this study are relevant to urban middle school administrators and teachers, in their quest to develop student leaders. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A