What Does Character Education Mean to Character Education Experts? A Prototype Analysis of Expert Opinions

Autor/inn/en	McGrath, Robert E.; Han, Hyemin; Brown, Mitch; Meindl, Peter
Titel	What Does Character Education Mean to Character Education Experts? A Prototype Analysis of Expert Opinions
Quelle	In: Journal of Moral Education, 51 (2022) 2, S.219-237 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGrath, Robert E.) ORCID (Han, Hyemin) ORCID (Brown, Mitch) ORCID (Meindl, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2020.1862073
Schlagwörter	Values Education; Moral Values; Specialists; Teaching Methods; Moral Development; Classification; Item Analysis; Program Development; Researchers; Professional Associations; Group Membership; Authors; Journal Articles; Conferences (Gatherings); Personality Traits; Networks; Reaction Time; Task Analysis + Suchen Sie Ihr Suchwort? Werterziehung; Moral value; Ethischer Wert; Teaching method; Lehrmethode; Unterrichtsmethode; Moralische Entwicklung; Classification system; Klassifikation; Klassifikationssystem; Itemanalyse; Programmplanung; Researcher; Forscher; Gruppenzugehörigkeit; Author; Autor; Autorin; Journal article; Zeitschriftenaufsatz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Reaktionsvermögen; Aufgabenanalyse
Abstract	Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01