| The overall purpose of this study was to describe and critically evaluate what is considered to be an exemplar character education program located within one large urban elementary school. The following research questions were addressed: (1) To what extent have the outcome goals associated with character education programs within the Chicago Public Schools been realized? (2) What problems and/or issues were identified by the participants as being related to the character education program outcome goals? (3) Are there differences in the perceived effectiveness of the school-wide character education program across the participant types (administrators, teachers, and students)?; Through a review of the associated literature, a critical narrative analysis of archival data, detailed descriptions of direct observations, and a content analysis of the findings related to a small set of interviews and one focus group, conclusions were drawn and recommendations were made with regard to the character education program offerings at the urban elementary school targeted for systemic study. The data were collected, coded, and analyzed in an attempt to determine how students, staff, parents, and stakeholders perceived the program.; There was some evidence that student behaviors were positively influenced by the implementation of the character education program. Both administrators and teachers credited the program with a decrease in the number of violence-related incidents, an increase in student attendance, a decrease of student truancy, improved student-staff relationships, improved peer relationships, safer and cleaner classrooms, and a heightened sense of job satisfaction. The student participants were the least satisfied with the effectiveness of the program due to the fact that being "good" was oftentimes perceived to be synonymous with being "victimized."; Given the findings, it was recommended that the program be continued. The character education program appeared to serve as both a preventive and intervention means that could be used to address school disciplinary infractions (UDC violations). The use of the program was found to be related to the development of a positive school culture and climate. |
