Comments on: You Got A Case http://www.character.org/blog/2012/01/you-got-a-case/ Thu, 07 Mar 2013 05:55:40 +0000 hourly 1 http://wordpress.org/?v=3.4.1 By: Jeffrey Smithhttp://www.character.org/blog/2012/01/you-got-a-case/#comment-101 Jeffrey Smith Wed, 15 Feb 2012 21:39:28 +0000 http://forumoncharacter.wordpress.com/?p=461#comment-101 Thanks a bunch for the info, and your blog definitely looks superb. Just what wp theme are you utilizing? Thanks a bunch for the info, and your blog definitely looks superb. Just what wp theme are you utilizing?

]]> By: Dr. Clete Bulachhttp://www.character.org/blog/2012/01/you-got-a-case/#comment-65 Dr. Clete Bulach Mon, 09 Jan 2012 15:40:17 +0000 http://forumoncharacter.wordpress.com/?p=461#comment-65 You mention caring about others as important, and I could not agree more. In my research I have found that 54% of students go to school believing that their teachers do not care about them. They also believe the other students do not care about them. In Chapter two of my book I describe the five needs of students: The need to live; the need to be happy; the need to have some control over what happens to them (the reason why some students join gangs); the need to have others care about them; and the need for some purpose in life. The reform described in the book meets all five of these needs. I call it the "Citizenship School." You mention caring about others as important, and I could not agree more. In my research I have found that 54% of students go to school believing that their teachers do not care about them. They also believe the other students do not care about them. In Chapter two of my book I describe the five needs of students: The need to live; the need to be happy; the need to have some control over what happens to them (the reason why some students join gangs); the need to have others care about them; and the need for some purpose in life.

The reform described in the book meets all five of these needs. I call it the “Citizenship School.”

]]> By: Mark Kasenhttp://www.character.org/blog/2012/01/you-got-a-case/#comment-64 Mark Kasen Sun, 08 Jan 2012 20:16:22 +0000 http://forumoncharacter.wordpress.com/?p=461#comment-64 There are many books and theories around regarding character education, and we can certainly argue over the "data" just as we can argue about the proper values that we all believe that each program ought to support. Maybe a better way to think about character education should focus on helping students to find their own voices. How much better off will we be if young people care enough about themselves and where they live to become involved in the debate? The disagreement will go on forever, but the engagement in the discussion and the concern about the results is a big part of the true value of character education. Maybe that's why character and citizenship can be so effectively combined. Participation in an effort to make society a better place can be part of developing better citizens who care about themselves and others. All of this requires deep reflective thinking about which we may disagree; but in that disagreement we can find value in ourselves and acceptance of the differences that others promote. People who care about their own lives may be able to develop the ability to care about others. If you care about yourself and others, you might also care enough to improve your own learning, which will probably be reflected on someone's test. No parent or teacher can make you take responsibility for the work that you need to do in order to improve your academic results. It needs to come from each individual student's desire to be better. There are many books and theories around regarding character education, and we can certainly argue over the “data” just as we can argue about the proper values that we all believe that each program ought to support. Maybe a better way to think about character education should focus on helping students to find their own voices. How much better off will we be if young people care enough about themselves and where they live to become involved in the debate? The disagreement will go on forever, but the engagement in the discussion and the concern about the results is a big part of the true value of character education. Maybe that’s why character and citizenship can be so effectively combined. Participation in an effort to make society a better place can be part of developing better citizens who care about themselves and others. All of this requires deep reflective thinking about which we may disagree; but in that disagreement we can find value in ourselves and acceptance of the differences that others promote. People who care about their own lives may be able to develop the ability to care about others. If you care about yourself and others, you might also care enough to improve your own learning, which will probably be reflected on someone’s test. No parent or teacher can make you take responsibility for the work that you need to do in order to improve your academic results. It needs to come from each individual student’s desire to be better.

]]> By: Dr. Cletus Bulachhttp://www.character.org/blog/2012/01/you-got-a-case/#comment-63 Dr. Cletus Bulach Fri, 06 Jan 2012 15:46:19 +0000 http://forumoncharacter.wordpress.com/?p=461#comment-63 I agree for the most part that character education programs are not very effective in changing student behavior. For the most part, they are a cognitive approach and not an affective approach. In interviewing teachers in every school district in WV in 2002 and asking them what they liked and did not like about their character education program, they responded to did not like that "parents undid everything they taught." In short, their character ed program addressed character behavior about an hour a week. Parents on the other hand had many hours a week to undo that. If a character education program is to be effective, parents will have to be involved or student behavior will not change. What is being taught in school has to be reinforced at home. Chapter Five in my book addresses how to involve parents. The 2nd edition of the book can be purchased on Amazon or Barnes and Noble for 26.95 (paperback version) Title is "Creating a culture for high performing schools: A comprehensive approach to school reform, dropout prevention, and bullying behavior." In my research with the character education four year grant with the WV schools, I did find a significant (p < .05) but weak correlation between the average score on 16 sets of character traits and student achievement. Some schools had better scores than others, either because of their character education program or the schools climate and culture. The correlation between the schools character ed scores and scores on climate and culture was +.47 (p < .01). I hold the copyright for both surveys and they are available at no cost. Go to my website to view them. If you want a copy, send me an e-mail and I will attach them for you.. I agree for the most part that character education programs are not very effective in changing student behavior. For the most part, they are a cognitive approach and not an affective approach. In interviewing teachers in every school district in WV in 2002 and asking them what they liked and did not like about their character education program, they responded to did not like that “parents undid everything they taught.” In short, their character ed program addressed character behavior about an hour a week. Parents on the other hand had many hours a week to undo that. If a character education program is to be effective, parents will have to be involved or student behavior will not change. What is being taught in school has to be reinforced at home.

Chapter Five in my book addresses how to involve parents. The 2nd edition of the book can be purchased on Amazon or Barnes and Noble for 26.95 (paperback version) Title is “Creating a culture for high performing schools: A comprehensive approach to school reform, dropout prevention, and bullying behavior.”

In my research with the character education four year grant with the WV schools, I did find a significant (p < .05) but weak correlation between the average score on 16 sets of character traits and student achievement. Some schools had better scores than others, either because of their character education program or the schools climate and culture. The correlation between the schools character ed scores and scores on climate and culture was +.47 (p < .01).

I hold the copyright for both surveys and they are available at no cost. Go to my website to view them. If you want a copy, send me an e-mail and I will attach them for you..

]]> By: Hifihttp://www.character.org/blog/2012/01/you-got-a-case/#comment-62 Hifi Thu, 05 Jan 2012 22:00:54 +0000 http://forumoncharacter.wordpress.com/?p=461#comment-62 Ms. Johnston really expected to argue from anecdote? And why would the cynicism, skepticism, and conservativism out there often astounds Mr. Berkowitz? Because he has a vested interest in character education not being a sham due to how he makes his living? Far from an independent opinion. In fact, "What Works in Character Education" the CETAC study he refers to reported purely subjective, negative or no results for actual improvement in character. But that was 2005, October 2010, a federal study*, the largest and most thorough ever conducted, found that schoolwide Character Education programs, though well implemented, produce exactly ZERO improvements in student behavior or academic performance. It's no surprise, Just take a look at the lists of values and goals of the dozens of competing CE offerings. The lack of agreement between the lists is one of the most damning aspects of character education! One thing all these programs do agree on is what values are NOT included on their lists of core values. Not found, even though they are fundamental to the history and success of our nation are such noted values as independence, inventiveness, curiosity, critical thinking, skepticism, and even moderation. "Take chances, make mistakes, get messy!" the famous saying by Ms. Frizzle on the much celebrated TV show, The Magic School Bus, embodies values that would be antithetical to those found in today’s character education. http://en.wikipedia.org/wiki/Character_education#Issues_and_controversies *"Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children" The Institute of Education Sciences, U.S. Department of Education. October 2010. Ms. Johnston really expected to argue from anecdote? And why would the cynicism, skepticism, and conservativism out there often astounds Mr. Berkowitz? Because he has a vested interest in character education not being a sham due to how he makes his living? Far from an independent opinion.

In fact, “What Works in Character Education” the CETAC study he refers to reported purely subjective, negative or no results for actual improvement in character.

But that was 2005, October 2010, a federal study*, the largest and most thorough ever conducted, found that schoolwide Character Education programs, though well implemented, produce exactly ZERO improvements in student behavior or academic performance.

It’s no surprise, Just take a look at the lists of values and goals of the dozens of competing CE offerings. The lack of agreement between the lists is one of the most damning aspects of character education!

One thing all these programs do agree on is what values are NOT included on their lists of core values. Not found, even though they are fundamental to the history and success of our nation are such noted values as independence, inventiveness, curiosity, critical thinking, skepticism, and even moderation. “Take chances, make mistakes, get messy!” the famous saying by Ms. Frizzle on the much celebrated TV show, The Magic School Bus, embodies values that would be antithetical to those found in today’s character education.

http://en.wikipedia.org/wiki/Character_education#Issues_and_controversies

*”Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children” The Institute of Education Sciences, U.S. Department of Education. October 2010.

]]> By: Marvin Berkowitzhttp://www.character.org/blog/2012/01/you-got-a-case/#comment-61 Marvin Berkowitz Wed, 04 Jan 2012 16:48:07 +0000 http://forumoncharacter.wordpress.com/?p=461#comment-61 Clete, Thanks for the comment. While I agree that "Most character education programs require some kind of curriculum," it is notable that the two middle schools I highlighted only use such curricula as minor parts of what they do. Fundamentally these are schools that reformed their social environments to build positive relationships, empower all stakeholders, and seek and promote goodness. That is where the action is. Clete,
Thanks for the comment. While I agree that “Most character education programs require some kind of curriculum,” it is notable that the two middle schools I highlighted only use such curricula as minor parts of what they do. Fundamentally these are schools that reformed their social environments to build positive relationships, empower all stakeholders, and seek and promote goodness. That is where the action is.

]]> By: Clete Bulachhttp://www.character.org/blog/2012/01/you-got-a-case/#comment-60 Clete Bulach Tue, 03 Jan 2012 22:37:18 +0000 http://forumoncharacter.wordpress.com/?p=461#comment-60 I have evaluated two state 4 year character education initiatives. The pre-data was collected using my survey of be behaviors associated with 28 character traits. The initiative was implemented and each year the data was compared with the pre-data. Year one and two data generally showed improvement. Year three and four data tended to show a decline. I did find a positive improvement in test scores for year one and two, but nothing in years 3-4. Why is that? Most character education programs require some kind of curriculum and after several years of it, everyone is tired of the same old same "O." These programs fail to involve parents and the community as well. I have designed a character education program that requires no curriculum and is different every year. It also involves parents and the community. That program is described in Chapter Five of our book. Log on to my website to see it. I have evaluated two state 4 year character education initiatives. The pre-data was collected using my survey of be behaviors associated with 28 character traits. The initiative was implemented and each year the data was compared with the pre-data. Year one and two data generally showed improvement. Year three and four data tended to show a decline. I did find a positive improvement in test scores for year one and two, but nothing in years 3-4.

Why is that? Most character education programs require some kind of curriculum and after several years of it, everyone is tired of the same old same “O.” These programs fail to involve parents and the community as well.

I have designed a character education program that requires no curriculum and is different every year. It also involves parents and the community. That program is described in Chapter Five of our book. Log on to my website to see it.

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