Dissertations / Theses: 'Moral education. Character. Character tests'

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Hinerman, Krystal M. "Construct Validation of the Social-Emotional Character Development Scale in Belize: Measurement Invariance Through Exploratory Structural Equation Modeling." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699875/.

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Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.

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Romito, Diana H. "Character development/citizenship programming as a school improvement plan option and the relationship to performance on state standardized tests and reduced incidence of negative student behaviors." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560842.

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Hildebrand, Carl. "Kant & moral character." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:5edd493f-e783-4a8e-b246-4ba5a1e18082.

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This thesis argues that Kant has a viable, intellectualist account of moral character that is much richer and more interesting than has often been thought. This account is consistent with his broader practical philosophy, in particular, his account of moral worth. Chapter one establishes that Kant has a theory of education on which a child's inclinations are to be trained in preparation for her to grasp the moral law and acquire full moral agency. It argues that his account of habit is complex, recognizing a kind of moral value that is broader than his definition of moral worth. Chapter two argues that sympathy is, for Kant, a primarily cognitive disposition of special importance; this is because it provides knowledge of how the moral law applies in particular circumstances, therefore enabling an agent to fulfill her duties toward others. This chapter also resolves a puzzle concerning Kant's dual concept of character (as both intelligible and empirical) by drawing an analogy with one account of weakness of will. Chapter three develops an account of moral worth that incorporates these more palatable elements of Kant's account of moral character with the seemingly more austere elements familiar from the Groundwork. This theory allows for positive, participating inclinations alongside ascriptions of moral worth. Further, it introduces a distinction between full and mitigated moral worth, to account for agents who, for example, act rightly but for confused reasons as in the case of Twain's Huckleberry Finn. Chapter four responds to two objections to Kant on the basis of moral demandingness, one concerning psychological integration and personal relationships, the other concerning the value of non-moral goods more broadly. It then responds to some objections to his account of the highest good, or the idea of a world in which happiness is distributed in proportion to virtue.

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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26436/.

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This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.

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Larson, Kelli. "Understanding the importance of character education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009larsonk.pdf.

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Tuff, Lone, and University of Lethbridge Faculty of Education. "Teacher perception of character education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/1306.

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This study explores teachers’ understanding of character education, their perceived role in curriculum development, implementation effectiveness, and their teaching practices. This two-part investigation surveys teachers from two schools, followed by an interview process with six of those participants. The school staffs of one elementary school and one elementary-junior-high school were surveyed to provide a general overview of teacher understanding of expectations, their knowledge of character traits identified in the curriculum goals of their Board of Education, and opinions about how their current teaching practice addresses the development of character. The interview data provided indepth information about teacher interpretation of character by their Western Canadian urban Public Board, details about their current teaching practices, including techniques and strategies incorporated, and their feelings about how character education should be taught in the school. The research revealed that teachers were generally unaware of the board’s curriculum expectations of the 11 character traits to be taught in school. There were mixed responses about who was responsible for teaching character: Some felt the responsibility was on the parents, while others felt it should be all adults. The study found that teachers were, in fact, currently teaching and assessing students on many of the traits identified as being significant as part of the hidden, lived curriculum.
ix, 95 leaves ; 29 cm

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Weege, Matthew A. "Implementation of a student-led character education program and its effects on individual character transformation." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009weegema.pdf.

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Escobar, Virginia Lizette. "Lessons in Character Development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2863.

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The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.

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Sciaino, Maria. "PRESUPPOSITIONS IN MORAL EDUCATION DISCOURSE: DEVELOPING AN ANALYTIC FRAMEWORK AND APPLYING IT TO MORAL EDUCATION TRADITIONS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4228.

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Moral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the nature of society, the time orientation of tradition, and the resulting morality in action. The analytic framework was then applied to ten notable traditions: Catholic religious education, values clarification, Kohlberg's cognitive-developmental theory, five multicultural education traditions (Teaching the Exceptional and Culturally Different, Human Relations, Single-Group Studies, Multicultural Education, and Education that is Multicultural and Social Reconstructionist) reviewed by Sleeter & Grant, and Skinner's theory of behavior modification. This study presents the analytic framework in depth and offers a brief narrative of its application across traditions. The resulting synthesis offers a review of commonalities, differences, surprises, and finally, a proposal that an existing presupposition stands as the defining one in regard to differentiating among moral education traditions.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Bever, Julie A. "An assessment of teacher perceptions of attitudes toward character education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002beverj.pdf.

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Denbow, Kristin A. "The role of school culture in the implementation of a character education program /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137694.

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Griffin, Karen E. "Empowering African-American youth, 9--12, through moral character education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/AAIDP14669.

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This project that was designed to enhance the development of moral character of African-American children, ages nine to twelve (9-12). For purposes of this dissertation, moral development and character development are used interchangeably. A curriculum was developed for children and one for parents to assist them to help young people reach their potential in regard to moral character development. The underlying principles of the study were moral character, spiritual formation, and faith development. The major premise of the project was that if children feel good about themselves and feel a connection to God, then people will behave better, love themselves and God, and they will make better decisions to negotiate life. This pilot study was conducted at two urban churches. There was a total of 35 children participating in the study, and there were 38 parent participants. The training took place over a sixteen-week period. The results of the study indicate that there was a significant increase in self-esteem among the children. Additionally, findings from the behavioral scale demonstrated a significant positive change in behavior among children. There was also a significant improvement of the parents' level of contentment with their children.

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Marshall, Jamie. "Character education instruction integrated through literature in elementary classrooms." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JMarshall2006.pdf.

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Mollman, Stacie. "The effects of character education on positive self-esteem and academic achievement." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003mollmans.pdf.

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Loomis, Michael J. "A framework for defining Christian character and the process of character development particularly as it pertains to the contemporary college student." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Roso, Calvin Gordon. "Character education at a Jewish day school : a case study analysis of a school's curriculum /." Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3122574.

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Smoker, Robert C. "The Bible as a source for character education in public schools." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Scott, David A. "A Character Education Program: Moral Development, Self-Esteem and At-Risk Youth." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-03152004-123523/.

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The purpose of this study was to examine the results of a deliberate psychological and educational intervention with at-risk youth that have been identified as having potential to benefit from a character education program. The Youth Focus Character Education Program provided direct character education services to selected at-risk youth that were referred for treatment by school counselors, juvenile court counselors, parents, or other agencies in Greensboro, North Carolina. All sessions and material used focused on improving moral development and possibly self-esteem in each child. Definitions of youth at-risk and character education were explored. Theories of moral development and self-esteem were also reviewed. Comparisons were made between participants receiving the character education intervention and those not receiving the experimental intervention. Study participants included 39 at-risk youth between the ages of 12 and 17 (24 males and 15 females). The participants were administered both the Defining Issues Test and the Rosenberg Self-Esteem Scale. In summary, the findings did not support the use of the present character education intervention with the targeted population sample, it did provide encouragement to continue to design and investigate programs that could possibly benefit at-risk youth.

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Skinner, Ronald A. "From moral values to civic virtue : character education for the 21st century." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/92.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Political Science

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Fenstermacher, Sara. "An evaluation of a character education program focused on fourth and fifth grade students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fenstemachers.pdf.

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Urban, Scott H. "Is a word to the wise sufficeint? : character education in public secondary schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/urbans/scotturban.pdf.

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Moore, Dee N. "The impact of professional development on the implementation of character education principles into Missouri CHARACTERplus project schools /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060126.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2002.
Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.

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Grinage, Adam L. "Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4778/.

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The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.

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Moore, Anthony Lee. "A case study of how an elementary school aged student perceives and responds to character education." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=888839511&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Deloge, Nancy F. "Character-based education: Its place in the elementary school curriculum." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/805.

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Bowers, Jill R. "Empowering adolescents in a morally ambiguous world : an exploration of middle school character education programs /." View online, 2006. http://repository.eiu.edu/theses/docs/32211131332903.pdf.

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Tang, Kit-wan Wendy. "Students' perception on traditional Chinese relationship effects of reading the three-character classic /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501637.

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Samuelson, Peter Leland. "Moral Imagination in Theory and Practice." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/epse_diss/45.

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A review of the literature in several domains reveals that moral imagination plays a role in how we deliberate about moral issues and what motivates us to act in a moral way. This study begins by outlining an operational definition of moral imagination based largely on Dewey’s model of dramatic rehearsal (Dewey, 1922), along with an explication of the role of image schemas, metaphor, empathy, and narrative in moral imagination (Johnson, 1993) and an examination of how moral imagination develops through the lifespan. A review of the research of the components of moral imagination is included, especially in the literature of moral development, problem solving, and creativity, as well as a proposal of an avenue of research to advance the understanding of this vital and complex human capacity. The study continues with an investigation of a curriculum designed to foster the cognitive processing of empathic emotions stimulated by viewing film clips from Hollywood-produced films. The curriculum stimulates moral imagination by offering situations in which participants can place themselves and then discuss possible moral outcomes. The curriculum is thought to aid in the development of moral expertise by exposing participants to a perspective-taking script from childhood (Hoffman, 2000) and making that script chronically accessible to the participant (Lapsley & Narvaez, in press). Three hundred sixty-six students (grades third through eighth) enrolled in after-school programs in two rural Georgia counties were randomly assigned to either an intervention or control group. The content of the intervention was delivered in a 3-week period in one county and in a 9-week period in the other. Results indicate that the longer intervention produced more gains in moral theme recognition (MTI; Narvaez, Gleason, Mitchell, & Bentley, 1999) compared to the shorter intervention. Participants in the shorter intervention demonstrated an attraction to moral theme statements reflecting higher stages of moral reasoning after the intervention than before compared to a control group from the same county. While further study is warranted, it appears the curriculum initiated a transition to higher stage reasoning in some of the participants.

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Jones, Laurie Ann Talbert Tony L. "Passionate teacher/virtuous teaching : exploring the relationship between teacher passion, teacher calling, and character education /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4202.

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Vallin, Olesya. "Circuits of Civilization: Progressive Democratic Character Education in the Process of Globalization." Thesis, Linköping University, Centre for Applied Ethics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9199.

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This thesis interprets John Dewey’s theory of the moral life in the global context in order to shed a light on major ethical challenges of the process of globalization. Dewey’s perspective provides an explanation of (1) formation of the individual commitments to particular sets of values,(2) justification of the responsibilities to the distanced peoples as opposed to the responsibilities to the nearest and dearest peoples and (3)the meaning of democratic social arrangements on the global scale.

In order to find a theoretical basis for justification of democracy in the globalizing world, the thesis reviews Dewey’s educational philosophy. His inquiry in the underlying ideas of public education reveals its core democratic meaning which points out the necessity of progressive democratic character education. This thesis suggests that in the current global context the existing educational bodies (such as UNDP and UNESCO) are insufficient in providing such a humanistic education which would actualize democracy as interdependence of all humans within civilization.

In order to establish a just social order which would be responsive to every human being within civilization there is the need to maintain a democratic mode of associated living on the global scale where every human partakes in the accumulation of knowledge of civilization and benefits from it in return. Relying on Dewey's theoretical basis the thesis suggests the criteria which the global educational institution should fulfil in order to maintain democracy as a mode of associated living in the global society.

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Larsen, Chris A. "The impact of a character development program on moral reasoning, behavior and academic achievement /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137722.

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Wilhelm, Gretchen Marie. "A Comparative-Qualitative Research Analysis of Character Education in the Christian School and Home Education Milieu." Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1134484909.

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Ampel, Jason Alex. "Character education examining the perceptions of elementary, middle, and high school teachers in a Central Florida school district /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002556.

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Waters, Kevin Stewart. "Pre-service secondary social studies teachers' efficacy towards character education a comparative study." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5081.

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Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and moral values is something many states and schools are taking very seriously as a vital part of a teacher's role in the classroom. This study investigated the personal teaching efficacy and general teaching efficacy beliefs of pre-service secondary teachers at a large university in the state of Florida. This study investigated the responses of 130 pre-service secondary teachers in language arts, science, social studies, and mathematics within one teacher education program. The questionnaire utilized in this quantitative research study was the Character Education Efficacy Belief Instrument (CEEBI), which was designed by Milson and Mehlig (2002). This instrument is composed of 24 items designed to understand personal teaching efficacy (PTE) and general teaching efficacy (GTE) beliefs. This study examined if there was a statistically significant difference in PTE and GTE scores between secondary pre-service teachers based on the independent variables of a) program/major, b) gender, c) race/ethnicity, and d) coursework in character education. The results of this survey adds to a rich field of research and literature on character education and teacher education by taking a closer look at the specific beliefs of secondary preservice teachers regarding their PTE and GTE for character education. This study was an attempt to better understand the teaching efficacy beliefs for secondary pre-service teachers graduating from a teacher preparation program within a state that mandates character education.
ID: 029810388; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 135-144).
Ph.D.
Doctorate
Education

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Poorman, Yancy. "Teacher perceptions of which school culture factors are most important to effective implementation of a character education program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6019.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2008) Includes bibliographical references.

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OLMSTEAD, GWENDOLYN TOROK. "MORAL DEVELOPMENT THEORY AND ITS PRACTICAL APPLICATION: MORAL EDUCATION IN THE AMERICAN PUBLIC SCHOOL SYSTEM." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990811063.

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Snively, Daniel M. "The intentional design and assessment strategies for character development of students in Christian coalition colleges." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/497738.

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The study was designed to investigate the practices of Christian college educators in identifying and translating ethical and moral ideals into written character development objectives for integration into curricular and co-curricular activities. A second purpose was to determine what sponsored curricular and co-curricular activities were designed as effective means to develop desirable character traits in students of the institution.Chief academic officers and chief student personnel administrators from seventy Christian Coalition colleges were mailed character development strategies questionnaires. Of the 140 surveys mailed, 85 were returned for a sixty-one percent response rate. Data were analyzed by frequency distribution, measures of central tendency, and measures of dispersion.Major conclusions included:1) The lack of coherence and pervasive integration-of the institutional mission and ideals into curricular and cocurricular programs has contributed to the diminishing distinctiveness of Christian higher education.2) Moral reasoning is considered to be the most effective approach in promoting character development in Christian Coalition students and values clarification was rejected as a viable approach.3) The neglect of developing an assessment strategy to calibrate student integration of desired moral and ethical ideals contradicts the espoused importance, intentionality, and purposefulness of character development of students as a central mission and justification of Christian education.4) There is little difference between public and Christian higher education regarding the intentional programming of character development in students.

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Hylen, Michael G. "The impact of a character education based interactive discipline program on at-risk student behavior in an alternative school." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2921.

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Williams, Thomas Earl. "The relationship between the principals' preferred leadership styles and levels of implementation of character education programs in Kanawha County schools." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=406.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 76 p. Includes abstract. Includes bibliographical references (p. 53-59).

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Tang, Kit-wan Wendy, and 鄧潔雲. "Students' perception on traditional Chinese relationship: effects of reading the three-character classic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962567.

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Hilton, Timothy J. "A historical synthesis and current respectives of high school athletics and its effects on student character/moral development." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527323.

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Johnson, Michael C. "Character Development in a Distance Education Literature Course: Perspectives on Independent Study English 395R-Christian Fantasy Literature." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3157.pdf.

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Ferguson, Kimberly M. "Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427997182.

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Preisman, Jennifer. ""The fine young ladies and gentlemen they are" : gender and democratic character education in the Seattle Public Schools, 1929-1960 /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7578.

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Jones, Karen Ann. "Middle School Teacher Perspectives on Controversial Questions: A Grounded Theory Approach Using Vignettes to Discover Teachers' Reasons for Their Responses." Ashland University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1322676165.

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Karstens, Anne Christiane. "Towards an epistemological framework for a life orientation programme based on spirituality / Anne Christiane Karstens." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4359.

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Champagne, Debora Jane Adler Susan A. "The impact of an applied component of character education integrated into a general education curriculum on the moral, pro-social, and cognitive development of adolescents attending an alternative high school." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in education and urban leadership and policy studies in education." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 20, 2006. Includes bibliographical references (leaves 191-204 ). Online version of the print edition.

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Pedro, Alice Magdalene. "Guidelines for the training of teachers to promote constitutional values in schools / A.M. Pedro." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3673.

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This study provides guidelines for teacher training to promote the constitutional values in schools. The purpose is not to question the constitutional values or develop a new set of values. For a meaningful analysis within the limitations of a Master's dissertation, the study focuses on the General Education and Training Band (Grades Reception to Nine). Compared to foreign countries, open debate regarding values in education is relatively new in South Africa. Values are usually abstract but sometimes also physical entities to which human beings attach worth. They are common in individuals or groups through physical exposure and genetic make-up. Teaching inevitably instils values in learners. Schools often adopt a values system, which should not be imposed upon any individual learner. Values, and in particular moral values, should be taught in schools because they influence attitudes, priorities, principles, norms, standards, morals and ethics, which in turn influence decision-making, learner performance and behaviour, which affect the future of learners. In the Manifesto on values, education and democracy, the National Department of Education promotes ten constitutional values - democracy, social justice and equity, equality, non-racism and non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), the rule of law, respect and reconciliation - for teaching in South African schools. The ten constitutional values are not imposed but are intended to help learners develop into good citizens in line with the Constitution of the Republic of South Africa (1996). The ten constitutional values should not be the only values taught in schools, as there are many other values that form an inherent part of education. At South African universities, values are included in teacher-training programmes in different forms and to varying degrees. The Higher Education HIV/Aids Programme, Revised National Curriculum Statement training, Advanced Certificate in Education and the normal curricula for pre-service teacher training are implemented at the different universities investigated. The ten constitutional and other values are integrated into all the learning areas of the Revised National Curriculum Statement. They should also therefore be integrated into teacher-training programmes. Programmes narrowly focused on the ten constitutional values should not be discouraged, as they strengthen the teaching of values in general. Values should be contextualised and purposefully infused in all teacher-training curricula. The dissertation concludes with the guidelines for the training of teachers to promote the ten constitutional values. The guidelines consider the sixteen strategies for the teaching of the ten constitutional values as outlined in the Manifesto on values, education and democracy. communication, role-modelling, literacy, human rights, arts and culture, history, religion, multilingualism, school sport, equality, anti-racism, anti-sexism, HIV/Aids, school safety, the environment and respect for diversity. The purpose of these guidelines is to guide teachers regarding which values to teach; they are thus not intended to be prescriptions on how to teach them.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

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Nzeocha, Emeka. "A qualitative case study on the perception of middle school stakeholders on the effectiveness and importance of character education in three middle schools in an inner city school district in Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/nzeocha.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.
Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).

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Lu, Chien-Fan, and 呂建範. "A Case Study of The Strategies used to Promote Character and Moral Education by an Outstanding Character and Moral Education Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/65944591976452209940.

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碩士
淡江大學
教育政策與領導研究所碩士班
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The purpose of this study was to investigate the strategies used to promote character and moral education of an Outstanding Character and Moral Education Elementary School. The researcher selected one of the Outstanding Character and Moral Education Elementary Schools in New Taipei City for the case study and interviewed their principal, administrators, teachers, and parents of the selected elementary school. The study offered several suggestions for educational administration authorities, junior high school principals and future researches. 1.Case Elementary School use high degree of care and highly decentralized administrative leadership strategy to implementation character and moral education.. 2.The principal and teachers play a role model to create a high-grade campus culture. 3.The core strategies to implementation character and moral education of case school is on partnerships with parents and community. 4.Members of character and moral education implementation team are different views in the way to promotions and proportion character and moral education. 5.Shortage of funds cause negative impact to implementation character and moral education. Finally, suggestions based on the above research findings were presented for educational administration, elementary schools and future researchers.

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Dissertations / Theses on the topic 'Moral education. Character. Character tests'

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