| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "CHARACTER EDUCATION": |
|
|
Character Education, 2007.
A proposal for a curriculum that focuses on character education for fourth grade children.
4,903 words (approx. 19.6 pages), 11 sources, MLA, $ 124.95
»
Click here to show/hide summary
Abstract
This paper proposes to develop a fourth grade curriculum on character education in a large urban elementary school. The paper critically analyzes diverse, significant and pertinent texts and experiences that the writer has encountered within (and across) her course work and that reflect the most current research theory and practice on 4th grade character education. The writer proposes that, at present, insignificant attention is generally paid, in the fourth grade and at other levels of K-12 education, to issues of personal character and relationships with others.
Table of Contents:
Introduction
Rationale for the Proposal
Purpose of the Project
Elements of the Project
How My Proposed Curriculum Addresses Diverse Needs of Colleagues (and Students)
Projected Outcomes
Identification of Participants
Projected Timeline for the Project
Critical Reflections on how this Proposed Curriculum Will Contribute to Systemic Change at the School and/or Community/ Society Level
References
Appendix I: Children's Literature Recommended for teaching Character Education, Grades 1-5
Appendix II: Potential Character Education Classroom Activities; Lesson Plans and other Information for Teachers and Administrators
From the Paper
"As a result, school curricula began now, also, to examine, for the first time, relationships among people, independent of race, class, gender or handicap. It is high time in our elementary schools today, I believe, for such overdue curricular emphasis, especially since, according to both Delgado & Stefanic (2001), and Sleeter & Grant (1988), people tend to automatically create categories, based on past experiences that they then organize in their minds."
| |
|
Character Education and Diversity, 2006.
A review of character education and diversity, an ongoing debate in today's schools and workplace.
1,634 words (approx. 6.5 pages), 5 sources, MLA, $ 53.95
»
Click here to show/hide summary
Abstract
This paper takes a look at the increasing debate regarding character education and diversity. The paper attempts to define the word 'character' by supplying definitions from various related sources. The paper then goes on to discuss how building character in the nation's next generation of leaders, is an obsession of politicians, who have used tax dollars to fund character education in the schools. The paper concludes by saying that character and diversity education in the school or workforce is an evolving art, not an exact science.
From the Paper
"In one nursing home, when "complaints arising simply from miscommunication among races or situations that resulted because of cultural misunderstanding," became frequent, the human resources department decided to take proactive steps to integrate diversity training and character building exercises into the workplace environment. They deemed this especially critical, given that the healthcare field is becoming increasingly populated by younger African-American, Hispanic, and Cambodian persons, who are now working side-by-side older, Caucasion employees that have been employed in the field all of their lives. (Hoban, 2005, p.1) "
| |
|
Character Education in American Schools, 2004.
This paper explores the conflicting views toward character education and attempts to answer the question, "Whose values are we teaching?"
3,032 words (approx. 12.1 pages), 13 sources, APA, $ 89.95
»
Click here to show/hide summary
Abstract
This paper examines how the deteriorating morality of many of today?s youth is of increasing concern not only to families, but to educators. It looks at how the moral and ethical issues that both teachers and students must deal with on a daily basis have changed considerably with the times and attempts to analyze how we can incorporate effective character education programs in our nation?s schools without influencing students in a biased direction.
From the Paper
"The curriculum orients students in the world. By virtue of what we include in the curriculum we inevitably convey to students an understanding of basic truths, of what is important, and of how they should structure their lives and their thinking. So, for example, the utilitarian ideal of education so evident in the reform literature of the 1980s and in the rhetoric of business and government leaders, assumes that economic, scientific, and technological thinking and values define the good life; the important subjects are the sciences, mathematics, economics, and computers. The utilitarian ideal values analytical, critical thinking."
| |
|
Character Education and YA Novels, 2002.
A discussion of the use of young adult novels to aid character education in teaching English.
1,982 words (approx. 7.9 pages), 7 sources, MLA, $ 62.95
»
Click here to show/hide summary
Abstract
This paper heralds the use of young adult (YA) literature as a partner with student-based discussion to teach Character Education ideals. It examines how learners targeted by this approach are struggling readers who need the hook of characters similar to themselves and high interest subjects to engage in the process of reading. Reading a book of substance takes the reader through thousands of decisions they may face in their life. It emphasizes the importance of factors in facilitating productive group discussion, such as preparation, monitoring and student responsibility and how student-centered discussions are based on situations in the Young Adult literature that emulate good character or strike controversy concerning moral action.
From the Paper
"Character Education is here to stay. It is obvious that the teaching of value systems needs a fresh approach. Julian Thompson (1995) stated, ?In any case, regardless of our feelings about young people?s characters (or value systems) nowadays, there?s no denying that they could be better? (p. 2). Realizing this to be true, I made an abrupt change in my attitude toward Character Education, and I made my classroom a permanent destination for the Character Education train. Thompson (1995) supports that English teachers are best equipped to teach Character Education. ?They know (of course) that literature is concerned with human behavior, and that when kids begin discussing the various behaviors of people in stories, plays and novels they?re reading for English, they are at least noticing the values that these characters are embracing or rejecting? (p. 3). "
| |
|
Collaboration between Special Education and General Education Teachers, 2001.
This paper studies inclusion programs and the way general education teachers and special education teachers collaborate when performing them.
1,690 words (approx. 6.8 pages), 11 sources, MLA, $ 54.95
»
Click here to show/hide summary
Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, ?Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction? [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
| |
|
Physical Education vs. Educational Achievement, 2006.
This paper discusses the issue of physical education and its relationship to academic proficiency.
3,163 words (approx. 12.7 pages), 10 sources, APA, $ 91.95
»
Click here to show/hide summary
Abstract
This paper examines in-depth the correlation of a sedentary life style and poor academic achievement while stressing the need for implementing a more aggressive approach to physical and nutritional education in America's school systems which would result in greater academic performance. The writer also discusses how the current physical education programs in the nation's schools vary with the affluence of the neighborhoods.
From the Paper
"The problem with teaching nutrition, for example, lies in Inner city schools, where minorities and children from poor families come to get their one solid meal of the day. How do you teach "nutrition" to such deprived children? And, isn't it a fact that mal-nourished and under-nourished children do badly on exams simply because their bodies cannot keep up, and their attention-spans may be limited if by nothing else than hunger pangs. Over-eating, obese children also tend to have some learning problems, because their over-saturated digestive systems tend to make them logy. However, some elementary nutrition subjects must be taught, and they should be considered part of the Health/Physical Education curriculum."
| |
|
Moral Development through the Use of Multimedia, 2005.
This paper is a detailed curriculum work unit, which involves the use of multimedia as a significant element in the teaching of character education in public schools.
2,805 words (approx. 11.2 pages), 13 sources, APA, $ 83.95
»
Click here to show/hide summary
Abstract
This paper explains that using multimedia to teach moral development satisfies two educational objectives: (1) Teaching character education, which fosters responsible, ethical and caring young people by modeling and teaching good character through emphasis on universal values and (2) teaching children multimedia skills. The author points out that many of the activities, included in this unit, require the students to have access to a variety of multimedia, such as video equipment, word processing, a computer and Internet access. The paper relates that the unit will be evaluated by monitoring student behavior in comparison to behavior prior to the implementation of the unit in and out of the classroom and assessing student and teacher attitudes regarding the implementation of such a program through surveys. Chart.
Table of Contents
Introduction
Rationale
Aims and Objectives
Principles of Effective Character Education
Principles of Effectively Using Multimedia to Teach Character Education
Resources Required
Unit and Lesson Outline
Character Education Unit: Outline of Lessons
Lesson 1: Introduction to Class
Lesson 2: Self Esteem
Lesson 3: Identifying Respectful Behavior Activity
Lesson 4: Doing One's Share in the Community
Lesson 5: Big Brothers and Sisters Activity
Lesson 6: Bully Busting
Lesson 7: Community Calendar Activity
Lesson 8: Care Packages for Foster Children
Lesson 9: Guest Speakers
Lesson 10: Good Citizen Interviews
Assessment Activities
Listening Skills
Links to Relevant Curriculum Documents
Evaluation
From the Paper
"Educators must provide learning opportunities to students that will teach character skills in this arena that they can carry with then throughout life into all of their interactions, beyond the conventional methods of interaction to which we are accustomed.Today, our youth faces many difficulties and dangers unknown to earlier generations. These skills are often not taught at home because there are more day-to-day pressures impinging on the time that parents and children spend together. Much of time has been traded in for those more non-traditional ways of communicating, like the use of multimedia methods such as text and video conferencing. Since children spend a majority of their time in schools, it is imperative that schools resume a proactive role in assisting families and communities by developing caring respectful environments where students learn core ethical values."
| |
|
Florida's Public Schools, 2005.
A research paper on the significance of teaching character education to students in Florida public schools.
2,087 words (approx. 8.3 pages), 11 sources, APA, $ 65.95
»
Click here to show/hide summary
Abstract
This research paper evaluates the effectiveness of the methods of teaching character education in public schools of Florida. The paper emphasizes the significance of character education and its connection to academic excellence and living in society and takes a look at the current status of the teaching methods used in Florida public schools in teaching character education. The paper also looks at the the responses of the community and the federal government to these teaching methods and attempts to determine their effectiveness in addressing the state's needs for a more responsive character education.
Nature and Significance of the Problem
Problem Statement
Research Design
Outcomes
Review of Literature
Statement of Method
From the Paper
"Former South Carroll High School of Sykesville, Maryland George Booz noted that what mattered was not whether a student learned Algebra but whether he learned right from wrong and how people helped one another and that the problem was how this reality could get around (as qtd in Rosenthal 2005). Character education is teaching core values through the formation of good habits (Bennett a qtd in Rosenthal) and this is most effective through regular school courses, such as history, science, math and literature. Teachers refrained from teaching values in the belief that they did not have the right to impose their values on students. Lately, however, they realized how character education could transform the school community. Character education programs have since been developed all over the country and demonstrated encouraging, quantifiable results."
| |
|
Classical Philosophy Foundations of Vocational Education, 2002.
This paper reviews classical and current philosophy to discover if modern vocational education is fostered by formal education and to discover the ways to establish an equitable system of vocational training.
10,360 words (approx. 41.4 pages), 14 sources, MLA, $ 207.95
»
Click here to show/hide summary
Abstract
This paper asks the most basic philosophical question concerning vocational education, whether or not it is legitimate to educate with the primary goal of preparing an individual for the workplace. After reviewing the words of several philosophers, the author finds three themes: Vocational education is for an inferior breed of man, education is for the edification of the individual and for the benefit of society and the true goal of education is to develop man?s natural talents, affinities, and inclinations. The paper concludes that the review of philosophy has soundly directed the argument towards framing vocational education as based on both definitions of vocation, a preparation for occupation based entirely on the individual student?s actual calling in life and natural inclinations.
Table of Contents
Introduction
Definitions, Questions, and Problems
Defining the Liberal and/or Civic Education
Vocational Education Defined
The Socio-historical Approach to Vocation
Rephrasing the Question.
The Philosopher?s Approach Education and Vocation
Plato on Education and the Socratic Dialogue
Aristotle?s Moral and Vocational Training
Hobbes: Brutish Education for a Better World
Rousseau: The Free Spirited Child and a Liberal Education
Locke: Stifle Poetry and Educate Paupers
Adam Smith
Jefferson?s Meritocratic Education
Neitzsche: Self-Will, the Overman and Vocational Education
Summary of Issues
From the Paper
"It would be a mistake to suggest, as some have done, that the ancients had no parallel to the modern concept of vocational education. Aristotle, for example, seems quite familiar with the idea of training for technical or practical ability. However, he also suggests an important difference between liberating and vocational education. Aristotle seems to be firmly of the opinion that an education that focuses upon practical abilities is limiting and non-conducive to creating a citizen capable of self-rule. His conception of a two-track educating system suggests that some men are born to be slaves and some men are born to rule and that through education these two ought to be nurtured for their respective roles in life. While all humans could theoretically learn to develop leadership, those who were born as slaves are less likely too and need not be trained to do so."
| |
|
College Education, 2002.
A paper on the benefits of a college education.
2,058 words (approx. 8.2 pages), 3 sources, MLA, $ 64.95
»
Click here to show/hide summary
Abstract
This paper presents the opinion that a college education is greatly beneficial to an individual. The writer believes that a college education increases a person's study and personal skills, provides them with a better earning power and creates economic activity. A college education also creates better parents, with college graduates showing better parenting skills in the long run.
Contents:
Study and Personal Skills
College Education provides a better earning power
College Education creates economic activity
College Education augments parental awareness
College Education provides social benefits
College Education provides entertainment
College education increases career opportunities
College Education: An extra ordinarily worthy investment
College education equips with skills that help in resolving problems
College Education provides a well knitted web of friends and counselors
College Education enhances personal thinking and decision-making skills
College education strengthens self confidence:
College Education provides a competing advantage in the job scenario
Develops skills to communicate and to settle efficiently with different populace
College education helps in comprehending societal issues in a better way
Personal outgrowth through college education
Eradication of unemployment through College Education
College Education produces better human beings
Conclusion
From the Paper
"Through college education, students can learn to acquire academic skills by taking reading and writing assignments and other work regarding the course syllabus (benefits of college). By undertaking these assignments, students get an opportunity to work and communicate with other students belonging to different backgrounds, groups and associations (benefits of college). Such activities help students in their professional life as they learn to communicate through reading and writing (benefits of college)."
| |
|
Special Education, 2002.
Looks at the growth in special education students in the American system.
10,577 words (approx. 42.3 pages), 17 sources, APA, $ 211.95
»
Click here to show/hide summary
Abstract
Since the introduction of PL-142 (Education of All Handicapped Children Act) in America, the Special Education system has received both praise and criticism. Special Education Programs are an essential component to our educational system. The current special education system has aided many people but improvements are desperately needed as rates of enrollment increase and the number of special education teachers decrease. This paper discusses the increase in the American special education population. It discusses the factors that have contributed to the increase, including the effect of PL-142 on the growth of the special education population, early identification of special needs, the additional conditions that qualify students for special education, the placement of low achieving students in special education programs, accountability reforms and pressure from parents. Other areas investigated are the disproportionate amount of minorities that are placed in special education programs and the disproportionate amount of males that are placed in special education. The paper includes a table.
Table of Contents:
Introduction
Increases in the Special Education Population
The Effect of PL-142 on Increases in the Special Education Population
Early Identification of Special Needs
Conditions that Qualify Students for Special Education
Placement of Low Achieving Students in Special Education Programs
Education Reforms
Pressure from Parents
Disproportionate Amount of Minorities in Special Education Programs
Disproportionate Amount of Males in the Special Education Population
Results
Discussions
Recommendations
Conclusion
From the Paper
"Horn and Tynan (2001) believe that the best way to educate this group is through direct instruction, individualized attention and feedback. They contend that these students learn best when they have access to classrooms that provide consistent instruction at a slow pace. The authors also assert that if teachers would teach these children effectively there would be a marked improvement in their performance. Horn and Tynan suggest that teachers should focus on figuring out the specific reading problem that a child may have so that they can aid the child in overcoming the problem. In addition, the authors suggest that children with attention deficit disorder should be taught not to rely on medication alone."
| |
|
The State of Arts Education in New Jersey, 2005.
A look at the situation of arts education in New Jersey following the No Child Left Behind Act.
16,584 words (approx. 66.3 pages), 13 sources, MLA, $ 249.95
»
Click here to show/hide summary
Abstract
This paper looks at the National Standards for Arts Education as a place to start in assessing any state's interest in and support of arts education. The paper explains that to assess New Jersey's positioning on the canvas of American arts education, the debate and its contributions were analyzed for the past decade; the findings were unequivocal that arts education has a place not only in humanities teaching, but also in creating an atmosphere in which all children can achieve. It explains that wealthier school districts are more likely to retain arts programs under pressure, although it is the disadvantaged districts that would most benefit. The entire issue is assessed in terms of the possibilities post-NCLB, and the current progress of the states in terms of adopting the National Standards for Arts Education are also discussed. The writer concludes that it appears that New Jersey has at least nominally found a niche among the states more dedicated to providing arts education. It remains to be seen whether that education will be of the 'media' sort, or the more substantive arts education that demands continued student/teacher involvement in pursuit of generalized goals contributive to developing an aesthetic sense and possibly some mastery in an arts area.
Chapter I: Statement of Problem
National Standards for Arts Education: History
The Standards Themselves
Budget Issues
Quantitative Information
Qualitative Findings
Chapter II: Literature Review
Merits of Fine Arts Education
Educational Reform and Arts Education
How to Conduct Arts Education
The Standards Themselves
References
Appendix A: New Jersey Standards for Arts Education
Appendix B: U.S. Hunger in the Year 2000
Appendix C: Jasmine's Story
List of Tables
Table 2.1: States requiring arts credits for high school graduation
Table 2.2: Mandatory Status of Arts Education by State
List of Figures
Figure 1.1: Reasons to Support Arts Education: New Jersey
Figure 1.2: Budgeted Funds for Arts Expenditures by Type of School
Figure 1.3: Budgeted Funds for Arts Expenditures by School Size
Figure 1.4: Budgeted Funds for Arts Expenditures by Region
From the Paper
"Four years ago, discussion concerning the place and presence of fine arts education in public schools would have been primarily a discussion of the need for the curricula in the first place and the financing of it. In the early 1990s, discussion of National Standards for arts education became prevalent in the professional media. Since the start of the Bush administration's No Child Left Behind initiatives, however, any public discussion of the present and future of arts programs in public schools is clouded by a new dominant educational debate; the new debate concerns whether NCLB signals the death-knell of learning in U.S. public schools, or is a way to raise up the academically disadvantaged. While this investigation does not attempt to find the definitive answer to that question, there is little doubt that the fact and progress of NCLB will have an impact, and arguably a negative one, on fine arts education generally. Whether it is having or has had a negative impact on fine and performing arts education in New Jersey is a proper question for the current research, however. It is probable that the answers to a statewide survey of fine arts faculty conducted for this investigation will help resolve it. Indeed, the question to be answered is how well New Jersey's Fine Arts Programs compare to National Standards, allowing for classification differences within the state."
| |
|
Higher Education in the 20th Century, 2002.
A review of the changes in education that have created the education system currently seen in universities in America.
8,654 words (approx. 34.6 pages), 34 sources, MLA, $ 182.95
»
Click here to show/hide summary
Abstract
This paper explores the development of education in the United States. The paper reviews education throughout America's history to understand how the education system in place today came about. The writer looks at specific examples of educational institutes such as Yale University, to understand how education began and developed along the way. The paper includes a review of education reform specifically in the science and the military-industrial complex world. The writer attempts to understand how science education changed from the once religious and morally based to the technological lean it has today.
From the Paper
"One of the more interesting discussions of the epistemological development of college students was provided by William Perry in his work with students at Harvard. Perry developed a map of the epistemological development of his students. Although some of the students interviewed originally were women, when he published his research, all the subjects included were male. This immediately biased the study, although Perry later indicated that the women interviewed followed the same sequence of stages as the men."
| |
|
Gender Inequality in Indian Education, 2007.
This paper describes the gender inequality that exists in Indian education and recommends changes to India's education system.
3,450 words (approx. 13.8 pages), 7 sources, MLA, $ 97.95
»
Click here to show/hide summary
Abstract
This paper analyzes the situation of under-privileged girl children in India in terms of the education system there. The paper makes this analysis through the examination of the interplay of several historical, social, cultural and political factors. The paper relates that it was during the end of the nineteenth century, when the Indian government realized the need for the education of women. The paper further relates that measures adopted during the later years, proved insufficient and, at the time of independence, the government was faced with the formidable task of educating a large section of the uneducated, illiterate population. The paper notes that the government of India thus under took several policies to improve girls' accessibility to education, at least during the early years of the child's life. The paper then points out that it has been widely perceived that bridging the gender gap in education will provide an effective solution to the problem of gender equality. This paper re-examines this contention.
Table of Contents:
Introduction
Gender 'Inequality' in Education
Measuring Gender Inequality
Achieving Gender Parity in Primary Education
Reducing the Gender Gap
Increasing Enrollment Levels of the Girl Child
Focused Interventions Gender Parity in Education
Social Dimension of the Problem
Gender Division of Labor
Focused Interventions Recommendations
Schedule Castes and Schedule Tribes
Rural Urban Divide
Moving towards Gender Equality
Right to Education
Ensuring Access with Equity
Physical Accessibility
Creating a Physical Environment
Improvement in State Functioning
Rights in Education
Creating a Safe and Equitable School Environment
Sexism in the Curriculum
Right through Education
Conclusion
From the Paper
"Unequal gender relations may arise due to domestic violence, stress as well as cultural practices of exclusion. These factors, not only promote unequal gender relations but also impact gender related development outcomes. It has been argued that irrespective of the overall socio-economic background, in most cases views on femininity come in conflict with the goals of education, which are directed towards survival and unity. Although education emphasizes on independence and promotes a spirit of inquiry, traditional notions of femininity seek; to create a docile and submissive character of the girl child."
| |
|
Education in Thailand, 2001.
Historical roots. Impact of Buddhism, political regimes; modern education; compulsory education; Special & Welfare education; Distance learning.
3,375 words (approx. 13.5 pages), 13 sources, $ 119.95
»
Click here to show/hide summary
From the Paper
"Thailand?s educational history can be said to have begun in the middle of the Sukhothai period (13th Century) when King Ramkhamhaeng invented the Thai alphabet. Stone inscriptions of that period tell of moral, intellectual and cultural education. Early education was, however, limited to mainly the aristocracy and the Buddhist clergy (Sudaprasert, 1973).
The alphabet was created so that the many princes of the land would be literate enough to administer their provinces and communicate with the palace in the capital, while monks had to know how to read the religious texts from which they preached sermons to the peasants. The great bulk of the people was either in service or engaged in farming so they had little need for reading skills..."
|
|
|
