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• W36100855 abstract "The modern character education movement emerged in 1980s as consequence of growing parental and public concern for moral drift, or what sociologist James Davison Hunter referred to as the death of character. This public anomie was captured in these words from Sanford McDonnell, chairman emeritus of McDonnell Douglas and chair of Character Partnership (CEP), national umbrella group that provides coordination, encouragement, and support to schools: We have crisis of character all across America .... good news is that we know what to do about it: get back to core values of our American heritage in our homes, our schools, our businesses, our government, and indeed in each of our daily lives. Two decades later, it is time to ask, What are successes of character education movement? What do best practices look like? This essay explores these questions through study of character education in six schools. Over course of two months, I visited each of selected schools to learn about program in place--why it was initiated and by whom; what roles faculty, staff, and parents play; what key program elements are; what results are and how they are measured; and what obstacles program faces. I selected programs in schools of various sizes, types, grade levels, and locations. The six sites include suburban public school district and small-town elementary school, private religious school and private secular school, an alternative public high school and charter school. Each had been designated National School of Character by Character Partnership (CEP). Each year since 1998, CEP has identified several National Schools of Character through juried process. The award recognizes schools and school districts that have improved behavior and learning of their through character CEP has also developed quality standards to aid schools in evaluating character education programs and curricula. National Schools of Character exemplify CEP's Eleven Principles, among them defining 'character' comprehensively to include thinking, feeling, and behavior; implementing a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed; providing students with opportunities for moral action; and using a comprehensive, intentional, proactive, and effective approach to character development. CEP describes character education not as an add-on to curriculum, but as a different way of teaching; it is comprehensive approach that promotes core values in all phases of school life and permeates entire school culture. Though they differ in many ways, six schools share critical elements of comprehensive program in character education. Pedagogy is guided by set of core values or virtues. The schools provide abundant opportunities for moral discourse about complex, contested matters and moral action through both organized community service and in-school conduct. Later, I will draw some conclusions, but first let's hear their stories. Educating Citizens Hudson Public Schools Hudson, Massachusetts Education is about helping young people feel they can make difference in world. The purpose of public education is to create public in which democracy can thrive. Character education is key vehicle to both goals. The citizenship program in Hudson schools reflects this vision of Superintendent Sheldon H. Berman, former head of Educators for Social Responsibility. Located in suburb of Worcester, Massachusetts, Hudson district educates 2,750 in four elementary schools, middle school, and high school. The district serves an increasingly diverse population, 30 percent of whom are immigrants from Brazil and Azores. Dr. Berman and faculty worked together to develop character education program in part to prevent disciplinary problems. …" @default.
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• W36100855 date "2007-03-22" @default.
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• W36100855 title "From Aristotle to Angelou: Best Practices in Character Education" @default.
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