The current state of the American education system has promulgated a substantial outpouring of criticism for what teachers and administrators are accomplishing in the school. Although many schools defend their academic programs—arguing that a lack of funding makes it difficult for them to keep abreast of the most pertinent improvements in education—there is ample evidence to suggest that school reform does not have occur at the financial level in order to be successful. Given the reality that many schools have been able to foster success even in the wake of poor financial conditions, there is ample evidence to suggest that school reform must encompass something more than just increased financial support for the school.Arguably, the education system as it currently stands in the Untied States needs to be improved. However, with so much controversy over how reform should be achieved, more time is spent in reform debate than on actually developing and implementing programs for school reform. In an effort to move forward with this issue, this research provides a solid framework for the development and implementation of character education into the larger school curriculum.
[...] Character Education and Academic Success While the importance of character education to helping students to mature into respectful, caring adults is important to this paradigm, for the purposes of school reform, the critical issue is to determine how this paradigm can facilitate increased academic performance for students. Benninga (2006) in his examination of current data on character education argues that this paradigm can be used by schools to improve academic achievement. This is because the rudimentary foundations of character education create a learning environment that is more conducive for academic success. [...]
[...] (2002). Emphasizing performance goals and high quality education for all students. Phi Delta Kappan, 690-698. Elliot, S.N., Malecki, C.K. & Demaray, M.K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, 19-32. Hoge, J. (2002). Character education, citizenship education and the social studies. Social Studies, 103-106. Horsch, P., Chen, J., & Nelson, D. (1999). Rules and rituals. Phi Delta Kappan, [...]
[...] This, in turn, reinforces the need for the larger community to support the process of education and the development of students as moral learners. Benefits of the Program When the research on the responsive classroom is examined overall, it becomes evident that there are substantial benefits to be gained from the implementation of this paradigm. Teachers reap the benefits of increased job satisfaction and self-efficacy in the classroom. Students are able to improve their academic achievement because they are placed in an environment which fosters and supports their needs. [...]
[...] Additionally, Elliott, Malecki and Demaray (2001) report on the development of a responsive classroom program for urban students. According to these authors, the application of this model for students in urban settings has notable ramifications for student development. Surveys of students engaged in these programs found that the program been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers” (p. 19). Thus, the responsive classroom appears to have as much importance for student development as it does for teacher development. [...]
[...] These benefits extend far beyond the scope of the classroom and provide students with a strong foundation for social development into adulthood. Given the current problems that exist in the American education system, the development of a character education program appears to have the elements need to rectify some of the system's most pressing and pervasive problems. Thus, schools should consider the use of character education as a means to improve outcomes for students, schools and communities. References Baldwin, V.G., DaRos-Voseles, D.A. [...]
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