A Character Development Component in a Correctional Education Curriculum. Section 353 Final Report.

Autor/in	Nagel, Elaine M.
Institution	Midwestern Intermediate Unit 4, Grove City, PA.
Titel	A Character Development Component in a Correctional Education Curriculum. Section 353 Final Report.
Quelle	(1995), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Attitude Change; Correctional Education; Demonstration Programs; Outcomes of Education; Personality; Personality Change; Personality Traits; Prisoners; Program Effectiveness; Self Concept; Self Esteem; Self Motivation + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Attitudinal change; Einstellungsänderung; Fürsorgeerziehung; Lernleistung; Schulerfolg; Personalität; Persönlichkeitstest; Persönlichkeitsveränderung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prisoner; Gefangener; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit
Abstract	This report details a project that explored the utility of adding a character development component to the academic curriculum for a correctional education program. In addition to the academic curriculum, a character component based on Steven Covey's "The Seven Habits of Highly Effective People" was taught to a demonstration group; only the academic curriculum was used with a control group. Staff and inmate observations and feedback were documented. The study found that academic gains of both the control group and the demonstration group were similar, as were composite attitude gains. However, the psychological self-attitude area showed sizable variation between groups. The control group exhibited a .83 loss whereas the demonstration group showed a 1.77 gain. The control group had 29 percent more early dropouts from the class. The study concluded that the project results do not justify the cost and time expenditure needed to implement the entire character component. However, the project did support adjustments to the curriculum to include segments on certain topics: paradigm and paradigm shifting, scripting and rescripting, proactivity and reactivity, and goal setting around roles. Feedback from staff and inmates was positive, although the small number of project participants did not allow for reliability of results. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC