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ADVISOR PERCEPTIONS AND RECOMMENDATIONS TO STRENGTHEN AN

EXISTING CHARACTER EDUCATION PROGRAM IN A MIDWESTERN

MIDDLE SCHOOL

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by Stephen D. Sperry
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A dissertation submitted in partial fulfillment of the requirements for the degree of

DOCTOR OF EDUCATION
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at

EDGEWOOD COLLEGE

2006
 UMI Number: 3291677

Copyright 2006 by
Sperry, Stephen D.

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All rights reserved.

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UMI Microform 3291677

Copyright 2008 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.

ProQuest Information and Learning Company

300 North Zeeb Road
P.O. Box 1346
Ann Arbor, MI 48106-1346
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Copyrighted by Stephen D. Sperry, 2006
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 ABSTRACT

This case study research examined advisor perceptions and recommendations to

strengthen an existing character education program in a Midwestern community. The

targeted population consisted of advisors from grades six, seven, and eight. Advisors

were categorized in one of the following areas; content teacher, elective teacher, and

support staff. Throughout the research project the researcher investigated advisor

perceptions and solicited recommendations through a survey and focus group

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discussions. The review of data and a comparison between data collected and literature

collected by knowledgeable individuals, themes arose indicating specific

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recommendations from participants. Data indicated the need to refine the existing

advisement programs content to better serve students academic and social needs.
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 Dedication

I dedicate this professional endeavor to my parents who instilled in me throughout

my life that the ability to become successful as an individual depends primarily upon that

individuals conscience and attitude.

I further dedicate this endeavor to my family. Lori Sperry, who has supported me

throughout all of my educational accomplishments without any complaints only

encouragement. Youll do fine will always resonate in my mind whenever I face

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adversity. I realize the many sacrifices that have been made over the last years within our

family and she has supported me in accomplishing this dream. Taylor Sperry and Sarah
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Sperry, both of you have allowed me to miss some parts of your growing years. You did

this without knowing what I was working towards. I believe you know now what it is I
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have been working to accomplish. I thank you for being mindful youth.

It is so very important to have family and friends that encourage you from their
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heart. I am thankful to many individuals for picking me up when I have been down and

assisting with getting me back on track. I am so very fortunate to have had all of you in

my life and part of this adventure.

Acknowledgements

I want to acknowledge the entire educational Doctoral faculty for their guidance

and support. I am thankful to have had the opportunity to have worked with honorable

individuals in this program as Dr. Thomas Wermuth and Dr. Peter Burke. In addition I

am thankful for the guidance and assistance Dr. Michael Hertting provided as my

advisor. Last, I am thankful to Dr. Steven Johnson for his confidence in my leadership

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abilities and his guidance as my mentor. These individuals represent our profession in

education in a manner that exceeds the norm. I view each of these individuals as

colleagues and hold the highest respect for their ability and knowledge as educators and

human beings.

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 TABLE OF CONTENTS

Page

Chapter 1 Introduction.2

Advisement Programs.4

Contextual Orientation....6

Theoretical Model...8

Problem Statement....11

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Research Questions...11

Significance of Study....12
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Limitations....12

Summary...13
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Definition of Terms...14
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Chapter 2 Review of Literature..15

Historical Perspective....16

Support for Character Education...19

Table 1...21

Opposition to Character Education....34

Advisement Programs....35

Character Education: Change Components...38

Figure 1, A Model of Good Character...40

Summary40

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Chapter 3 Methodology.42

Introduction42

Background44

Description of Subjects..45

Instrumentation..45

Description of Survey....47

Limitations.48

Summary49

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Chapter 4 Results and Findings.51
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Introduction51

Focus Group Session One..66

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Focus Group Session One Questions.....67

Focus Group Session Two.68

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Summary69

Chapter 5 Conclusion and Recommendations...70

Introduction70

Analysis of Survey.72

Limitations.74

Conclusions/Implications...75

Focus Group Session One Responses76

Focus Group Session Two Responses...76

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 Focus Group Session Two Responses...77

Benefits of Implementing Character Education78

Recommendations.80

Practice Within The School..82

Administrative Leadership82

Future Research83

Chapter 6 Personal Reflection...84

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Appendix A86

Appendix B87
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References..91
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 CHAPTER ONE

INTRODUCTION

The purpose of this study was to determine advisor perceptions of an existing

character education program and allow advisors to provide recommendations to

strengthen the advisement program. A Case Study was conducted, as this type of

research lends itself to identifying advisor perceptions of the character education program

offered through student advisement. Advisors were asked to respond to a survey to

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provide data for analysis.

Moral illiteracy among Middle School students is increasing throughout the

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United States at a rapid pace (Josephson, 2001). Students at the middle and high school

level are exhibiting poor social behaviors in both the educational arena as well as within
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our communities (Josephson, 2001). To solidify this statement the following actual

situation is shared. We know that smart and good are not the same. Not long ago, in an
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upstate New York community, four suburban teenagers broke into their high school at

night, emptied several jugs of gasoline, and ignited a fire that caused $500,000 worth of

damage before it was brought under control. The oldest member of the group was an

honor student; the other three were described in press reports as bright students. The

only discernible motive was that one member of the group was upset because he had

missed a French class and had been disciplined (Lickona, 1991). These students were not

identified as bad or troubled youth; they were good students not acting in a smart manner.

The conduct of these individuals was unacceptable. This unacceptable behavior was an

example of poor social judgment that is directly related to poor social conduct.

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 Poor social and moral conduct reduces successful academic achievement

(Josephson, 2001). School disciplinary referrals to building administrators, parental

communication with school staff, teacher observations, conversations with advisors

(formal and informal), and advisor surveys all provide evidence that these problems exist.

Lickona (1991) stated that schools in the early days of the Republic tackled character

education head on. Schools sought to instruct children in virtues of patriotism, hard

work, honesty, thriftiness, altruism, discipline, the teachers good example, and the

curriculum. Where have these virtues gone? Has societys youth changed their behaviors

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over the past decades?

Past and present information demonstrates a decline in appropriate youth

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behaviors. Lickona provided the following Troubling Youth Trends in society today:

violence, vandalism, stealing, cheating, disrespect for authority, peer cruelty, bigotry, bad
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language, sexual precosity and abuse, increasing self-centeredness and declining civic

responsibility, and self destructive behavior. The United States is leading the industrial
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nations in highest murder rates and is seeing an increase in shoplifting among children

ages 9-21 according to the 1981 National Organization to Prevent Shoplifting (Josephson

Institute 2002). This is evidence that reflects upon ethical issues encountered among our

youth in the United States. It was from this information that the Josephson Institute of

Ethics in 1990 documented in its report The Ethics of American Youth (Josephson Insitute

1990) the moral problem of cheating. The report indicated that 76 percent of more than

6,000 freshman and sophomore students admitted to cheating in high school. Lickona

stated that respect for authority varies from school to school, but that teachers report it as

a serious problem. Children are demonstrating attitudes of disrespect and defiance on a

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more regular basis. Peer cruelty or bullying is increasing within our schools. According

to Lickona, students insult, hurt, and pick on weaker members of the group, and attempt

to solve their problems through physical violence. Bigotry is again on the rise.

According to the National Institute Against Prejudice and Hostility ( Josephson Institute

2002), incidents of racial violence or hostility have been reported at more than 300

United States colleges and Universities over the past five years. Middle and High school

students using bad language is increasing, as teachers are reporting students who are

totally oblivious to the fact that someone else might find such inappropriate language

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offensive. My observations show the same type of inappropriate language at the college

and university level. Examples can go on and on, problems such as these according to
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Lickona, are not specific to the United States, but also to other countries all over the

world. To assist with the problems previously stated, the public frequently turns to our
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schools to provide assistance. An advisement program is one strategy that is capable of

helping our schools provide instruction to assist with moral issues.

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Advisement Programs

Advisement programs have existed for several years. They are an arrangement

where one adult and a small group of students have an opportunity to interact on a

scheduled basis in order to provide students an environment for academic guidance and

support. In addition, advisement programs disseminate information to students, provide

children opportunities to connect with an adult advisor, assist with curriculum concerns,

assist with guidance in selection of future courses and, provide students with positive

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character traits so they may become more responsible citizens and, continue using

character traits for years to come.

Advisement programs can assist in developing character traits and expand these

traits into philosophical conditions. These philosophical conditions have been expressed

by several individuals. In 1902, educator and writer James Allen wrote the book As a

Man Thinketh 9as cited in Josephson, (1990). Allen made a very powerful statement that

everyone should hold solidly in mind as they seek to better understand the principles of

success in life. James Allen said, The divinity that shapes our ends is ourselves and all

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that a man achieves or fails to achieve is the direct result of his own thoughts. The

philosophy that a man can become what he thinks and that a mans character is the
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outward expression of his inner thoughts is not a new philosophy. In fact, it is an ancient

philosophy that has been traced back to the sacred literature of the Hindus, who wrote,
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Man becomes that which he thinks (Josephson 1990). The same notion is also

expressed in writings of Buddha who said, The mind is everything, what you think you
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become (Josephson 1990). Meditations by Marcus Aurelius provided a similar idea,

Your life is what your thoughts make it (Josephson 1990). An individuals thoughts

have powerful connections and it is with this premise that character traits and character

education programs may effect students decisions in life. The Search Institute provided

similar findings, suggesting that an emphasis on developmental assets such as character

education traits may actually have as much or more positive impact on academic

outcomes in the long run as more obvious and traditional strategies for boosting

achievement, such as emphasizing task mastery, requiring higher teacher certification

standards, and using high stakes testing to track achievement. In addition the Search

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Institute found that middle and high school students who experienced more positive

developmental assets (character education) were more likely to have high grade point

averages, regardless of family income level, family composition or race-ethnicity.

Contextual Orientation:

This research was conducted in a midwestern community in the south-central

portion of Wisconsin. The population of the community is estimated at 60,000 according

to the latest census (United States Census 2000). The school district enrollment is

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approximately 10,000 students. Twelve elementary schools (grades K-5) feed three

middle schools (grades 6-8) which feed two high schools (grades 9-12).
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Middle School A opened its doors in 1971. The working class section of the community

welcomed Middle School As innovative design of open pods. In 1988, a district level
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initiative changed all junior high schools to middle schools. Even though the national

middle school movement was taking place, the school districts decision was driven more
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by economic concerns rather than academics according to former Parker High School

principal, Hugh Horswill (2003. personal communication).

This research focused on advisors perceptions of the current advisement program

that exists at Middle School A with a population of approximately 750 students, of these

87.9% were white, 7.1% are black, and 3.8% are Hispanic. Twenty seven percent of the

students were identified for free lunch or reduced lunch according to the Wisconsin

Department of Public Education data. Eighteen percent of the student body were

identified as students with disabilities. The habitual truancy rate was 6.5% (Wisconsin

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Department of Public Instruction 2004). The total number of disciplinary referrals over

the past four years had decreased from approximately 4,000 to 1,200. In addition, there

has been a dramatic increase in the number of single parent and blended families (Status

Report, 2004). The ever-changing demographics of Middle School A and the community

directly impact the schools curricular needs, perspectives and issues.

Middle School A employed forty regular education teaching staff, ten special

education staff, eleven special education aides along with one part-time school

psychologist, one part-time social worker, two guidance counselors, one part time school

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nurse, five secretaries, one police liaison officer, one assistant principal and one principal.

Each grade level consisted of two teams of teachers; these teams were called
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pods, which contain four to six core area teachers. Each pod contained 100-140 students.

The school day consisted of eight class periods, one of which was devoted to an
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advisement/homeroom program. The current advisement program was redesigned three

years ago with the intent to provide students with specific character traits. The traits were
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developed and implemented by a committee comprised of teaching staff, guidance

counselors, learning support teacher, and administration. The school year was divided

into four (nine week) quarters and each quarter students were instructed with one of the

character themes of respect, responsibility, caring, and honesty; all of which fall under

the main umbrella of Cooperation. Students meet two days per week in advisory during

first period, the remainder of the week during first period students were allowed to attend

exploratory classes, use the Library Media Center, or work out in the gymnasium during

the one half hour time designated as flex time.

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 Theoretical Model:

Our educational system in the United States has traditionally focused on

correcting negative student behaviors as a reactive process. Reporting and correcting

inappropriate student behavior has traditionally been dealt with through a disciplinary

referral process. School discipline referrals are submitted for inappropriate student

behaviors such as fighting, battery, drugs/alcohol, cheating, inappropriate clothing,

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inappropriate language, repeated violations of school rules, safety, theft,

threats/harassment/bullying, verbal attack on staff, weapons, and truancy/tardiness

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(District Status Report, 2004). Consequences for these infractions include: conferencing

with student, team conference, communication with parent, detention, suspension (in
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school or out of school), referral to school resource officer (police) pre-expulsion and

expulsion. Disciplinary referrals require administration to communicate with parents as

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required by local School Board Policy.

The entire disciplinary process is time consuming and does not ensure corrective

behavior and/or elimination of the inappropriate student conduct, it only serves as a

reaction to the specific infraction. My observations in my former role as an assistant

principal indicate that many of the inappropriate behaviors exist as a direct result of

behaviors brought into the educational system from conduct learned and practiced outside

of the school building itself. A simple example would be three female students that are in

communication with each other through instant messaging on their home computers. If

one student is somehow offended by anothers remark or comment, that person ends the

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communication or conversation. The confrontation through the home computer has the

potential of being brought into the school building in the future. It is at this time that

outside societal issues are introduced into the school setting and disciplinary measures

may need to be implemented.

Schools are bombarded with many societal demands. Teachers must be educators

of curriculum, support students in and out of the classroom, surrogate parents between

the hours of 7:45 am to 3:45 pm, social workers, mandated reporters of abuse, nurses and

care givers to all children. Teachers must balance all educational expectations at the

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local school district level with community wants, desires, expectations and demands. In

addition, educational leaders (i.e. administrators) request teaching staff to build

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connections with students in an attempt to hook students into being excited about school,

acting appropriately, and learning. The ultimate teacher goal in middle school should be
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to provide successful learning experiences for all students. The ultimate parental goals

for their children should include school safety, an appropriate education, and a sense of
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caring towards their child from adult staff members. To bridge teacher goals and parental

goals it may be helpful to apply character traits into the educational setting. Character

education programs have included: student planners, vocabulary words, calendar,

gratitudes, and lessons in good character. In addition other character education

programs have provided community service, parent involvement, career awareness,

conflict resolution, and positive prevention strategies. These programs not only address

skill development but also attitudinal programming to children. Character education

programs are set up to develop changes in attitude, qualities of good character,

responsibility, character leadership, goals, persistence, and student success. Character

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education programs have been developed to assist young people in being successful in

their present lives and in their future lives.

The advisement program allows advisors to integrate character traits into their

advisory. These traits are to be presented to students and discussed during the dedicated

advisory period of time in an attempt to present students with appropriate moral values.

The discussions allow or hope to have students generalize situations into appropriate

environments. Therefore, advisor perceptions of the current advisory program should be

studied to determine if the existing program aligns with the work of notable individuals

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such as Thomas Lickona, author of Educating For Character, Madonna Murphy, author

of Character Education in Americas Blue Ribbon Schools, and Michael Josephson

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(1990), founder and President of the Josephson Institute of Ethics and Character Counts!

Coalition. Each of these individuals has outlined their personal philosophy regarding
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character education.

In addition, the Center for the Achievement of Ethics and Character (CAEC,
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2006) provides the following definition of Character Education: Character education

intended to help children develop good dispositions that will enable them to flourish

intellectually, personally, and socially (Bohlin, Farmer & Ryan, 2001). Further, the

CAEC explains Character Education does not amount to a quick fix program or a simple

lesson or course to be taken by students. It should be part of the entire school program.

The CAEC explained that with intellectual, thoughtful Character Education, schools can

become communities in which virtues such as responsibility, hard work, honesty, and

kindness are taught, expected, celebrated, and continually practiced.

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 Problem Statement:

The common practice of student advisement programs as a meeting time during

the school day to disseminate information, although seemingly simple does not provide a

clear and concise programming outline that includes character education traits. Research

shows that educating students in positive character education may add to the potential of

their success both academically and socially. The current advisement program at Middle

School A may or may not align with Thomas Lickona, Madonna Murphy or Michael

Josephsons philosophy on character education or the research they have conducted on

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character education. Therefore it is important to identify advisor perceptions of the

current character education program offered to students through the advisement program
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with the intent of providing information and or data to strengthen the existing program.
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Research Questions

The research questions presented through this study are:

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1. What are the advisor perceptions of the current advisement program?

2. What recommendations do advisors have to strengthen the existing

character education program?

These questions will be examined through a lens of successful research based

programs from the work of Thomas Lickona, Madonna Murphy, and Michael Josephson.

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 Significance of Study

The intent of this research is to gain current advisor perceptions of the existing

character education program at Middle School A. Advisor perceptions are key to

evaluating the current character education program offered to students. Advisor

perceptions as well as their recommendations to strengthen the existing program are

necessary in identifying the future direction of the student advisement program. This

research project may also contribute to the development of a systematic change of

advisement programming for middle school students within the School District of Middle

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School A. In addition, the importance of this study is to evaluate the local condition of

advisement, social improvement, moral improvement, and academic improvement of

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students experiences in the current advisement program.
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Limitations

Case Study research does not require generalization. Therefore the study focused
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on advisor perceptions within the school environment and not with other environments

such as home or community. A second limitation may include the request of the building

administrator at Middle School A to advisors in participating and completing the actual

survey. A third limitation of the study may include the administrators past involvement

with character education prior to becoming an administrator at Middle School A. The

staff at Middle School A are aware of my experience(s) with character education through

advisement programming. In addition, Middle School A through the administrators

direction would be forming an advisement committee to study the existing advisory

program to determine its strengths and weaknesses.

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 Summary

Moral illiteracy among youth appear to be increasing as there inappropriate

behaviors such as violence, theft, cheating, disrespect for authority, peer cruelty, and a

decline in civic responsibility are on a rise. Society is turning to the educational system

to assist with correcting negative student behaviors. Advisement programs offer society

an opportunity to educate our youth with character education traits. Advisement

programs also offer students and staff the opportunity to interact with each other. This

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interaction and implementation of character education may or may not increase student

achievement either socially or academically. The advisement program can be utilized for
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more than disseminating student information. Thomas Lickonas six elements of a

successful character education program incorporates positive moral culture into the entire
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school day. The elements allow for a school wide program promoting and upholding

positive values and virtues. Does Middle School A incorporate the six elements needed
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for positive moral culture to exist in a school? Identifying advisor perceptions of the

existing advisement program will be studied to determine areas that may be needed to

strengthen the program.

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 Definition of Terms:

Advisement, prescribed time when students meet with an advisor

Advisor, a licensed staff member

Character Education, the process of educating through positive values and

beliefs

Character Trait, an individual theme in character education

Disciplinary Referral, a method within the school setting to assist with

negative student behavior(s)

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Disciplinary Consequences, a response to negative student behavior

Good Character, defined by a schools mission statement as acceptable

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conduct or response to an event

Developmental Assets, positive experiences and qualities essential in

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raising successful children

Socially, behavior and or discipline

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