Current Practices of Character Education in Public Secondary Schools in Virginia

Autor/in	Griggs-Drane, Ellen R.
Titel	Current Practices of Character Education in Public Secondary Schools in Virginia
Quelle	(2009), (200 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Virginia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-7825-3
Schlagwörter	Hochschulschrift; Dissertation; Ethical Instruction; Secondary Schools; Federal Legislation; Geographic Location; Values Education; Principals; Public Schools; Urban Schools; Rural Schools; Surveys; State Legislation; Administrator Role; Knowledge Level; Program Implementation; Student Development; Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethics instruction; Teaching of ethics; Ethikunterricht; Sekundarschule; Bundesrecht; Werterziehung; Principal; Schulleiter; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Survey; Umfrage; Befragung; Landesrecht; Wissensbasis
Abstract	This study focused on current practices of character education in Virginia secondary schools and intended to establish baseline data. The research was conducted in two phases and used a mixed methodology. Of the 621 secondary schools in Virginia, a combination of 243 urban and county schools were randomly selected to participate in Phase One of this study. Ninety-three principals were approved and invited to participate in an online survey addressing character education practices as stated in the Virginia Mandate and the No Child Left Behind recommendations. Of those who received this invitation, 19 principals completed the survey. Phase Two employed qualitative measures interviews conducted with experts in the field of character education, who were selected based on geographic location within Virginia. Participants were each asked the same open-ended questions to solicit their input regarding character education practices in secondary schools in Virginia. Several themes were found across both phases of research. The themes found in Phase One of the research included inconsistencies with character education programmatic strategies, implementation methods, and evaluation practices. The themes found during the second phase of the research included (1) a lack of principals' involvement and knowledge; (2) varied implementation of character education practices between schools; and (3) the low return rate of the study itself indicating current character education practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10