The Effects of Privileging Moral or Performance Character Development in Urban Adolescents

Autor/inn/en	Seider, Scott; Novick, Sarah; Gomez, Jessica
Titel	The Effects of Privileging Moral or Performance Character Development in Urban Adolescents
Quelle	In: Journal of Early Adolescence, 33 (2013) 6, S.786-820 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431612468318
Schlagwörter	Moral Values; Moral Development; Poverty; High Achievement; Ethics; Quasiexperimental Design; Early Adolescents; Philosophy; Integrity; Comparative Analysis; Ethical Instruction; Middle School Students; Urban Schools; Student Surveys + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Moralische Entwicklung; Armut; Ethik; Philosophie; Integrität; Ethics instruction; Teaching of ethics; Ethikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerbefragung
Abstract	This study compared the effects of emphasizing moral character development or performance character development at three high-performing, high-poverty urban middle schools. Performance character consists of the qualities that allow individuals to regulate their thoughts and actions in ways that support achievement in a particular endeavor. Moral character consists of the qualities relevant to striving for ethical behavior in one's relationships with other individuals and communities. Using a quasi-experimental research design, the authors found that early adolescents attending a school emphasizing moral character development through ethical philosophy programming demonstrated significantly higher levels of integrity over the course of the 2010 to 2011 academic year than their peers at two matched comparison schools ("N" = 544). However, the early adolescents attending the comparison schools--which emphasized performance character development through advisory programming--demonstrated significantly higher levels of perseverance and community connectedness over the course of the academic year. These divergent outcomes across the three schools offer useful implications to educators, researchers, and policy-makers about the different effects of privileging a particular dimension of character education. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10