With the increase of accountability on schools since No Child Left Behind was passed in 2001, effective implementation and integration of character education is lacking. Schools are feeling the pressure to educate students as it relates strictly to what is found on the high stakes tests. Through a grant provided by the United States Department of Education from 2001-2005, six schools (two elementary, two middle and two high schools) of the thirty that participated in the West Virginia pilot project were selected to participate in this qualitative study on the implementation and integration of character education into their schools. The study will investigate the successes and struggles of the six schools throughout the four-year implementation and integration of the grant. In addition, to continue to enhance and strengthen character education, the factors necessary for effective implementation and integration will be discussed.The elementary participants discussed this theme in the following ways: E1C 1: 38. ... We get parents who do the yearbook and have now chosen to do the past two yearbooks with a character education theme so wea#39;ve had parents very, very anbsp;...
|Title||:||Character Education: Educator Perceptions of Effective Implementation|
|Publisher||:||ProQuest - 2008|