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This reproduction is the best copy available.

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 Walden University

COLLEGE OF EDUCATION

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This is to certify that the dissertation by

Wanda Robinson-Lee
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has been found to be complete and satisfactory in all respects,
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and that any and all revisions required by
the review committee have been made.

Review Committee
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Dr. Marilyn K. Simon, Committee Chairperson, Education Faculty

Dr. Linda M. Crawford, Committee Member, Education Faculty
Dr. Elaine C. Spaulding, Committee Member, Human Services Faculty

Chief Academic Officer

Denise DeZolt, Ph.D.

Walden University
2008
 ABSTRACT

A Framework for Understanding Character Education in Middle Schools

by

Wanda Robinson-Lee

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BA, Elementary Education (K-6), North Carolina Central University
M Ed, Mentally Handicapped (K-12), North Carolina Central University
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Dissertation Submitted in Partial Fulfillment

of the Requirements for the Degree of
Doctor of Philosophy
Educational Leadership K-12

Walden University
February 2008
 ABSTRACT

The lack of research about effective character education programs and caring community

schools makes it more challenging for schools to implement character education

programs. The theoretical framework was based on the belief that all stakeholders must

support an effective character education program. This evaluative case study explored the

efficacy of one character education program in a middle school in eastern North Carolina

from the perspective of 20 adult participants. Data were collected through face-to-face

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interviews, the distribution of a 43-item survey to 27 participants of administrators,

teachers, and parents, and the analyses of archival documents to determine if the school
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was a caring community and if the goals of the character education program were met.

Data were managed with the ATLAS.ti software, and analyzed using Miles and
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Hubermans 6-step model. During the analysis, a line-by-line investigation was

conducted leading to the disclosure of themes according to the participants responses,

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which were then used to determine the efficacy of the program. The major finding was

that this program was not completely effective in meeting its goals. There is a need to

create a more caring community, and integrate character education throughout the

curriculum. Administrators, educators, and parents want to provide students with tools to

help improve society. This study explicates how administrators, educators, parents, and

community members need to work together to insure that character education programs

are successful. The findings in this study could assist schools in the implementation of

effective character education initiatives.

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A Framework for Understanding Character Education in Middle Schools

by

Wanda Robinson-Lee

BA, Elementary Education (K-6), North Carolina Central University

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M Ed, Mentally Handicapped (K-12), North Carolina Central University

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Dissertation Submitted in Partial Fulfillment

of the Requirements for the Degree of
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Doctor of Philosophy
Educational Leadership K-12

Walden University

February 2008
 UMI Number: 3304039

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UMI Microform 3304039

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.

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 DEDICATION

This dissertation is dedicated to my father, Charlie Lee Robinson, and to the fond

and loving memories of my mother, Lillie Vernice Prince Robinson, who provided me

with strict, invaluable lessons that inspired and directed me throughout my lifes journey.

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 ACKNOWLEDGMENTS

For his anger endureth but a moment: in his favour is life: Weeping may endure

for a night, but joy cometh in the morning (Psalm 30:5).

Many tears have been shed as I passed on this road that sometimes seemed so

dark and dreary, but there was always hope that there would be a brighter day. As I

traveled on this Walden journey, I faced many obstacles. My home was totally destroyed

by fire, with family pictures, special mementos, and all the KAMS and textbooks gone. I

was devastated, but faith in God and encouragement from Dr. Simon, friends, and family

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members strengthened me to really believe that all things work together for the good of
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those that love the Lord. Two months later, I received another setback when my mother

passed away from colon cancer. This was a very trying time, but I trusted and believed
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that God never makes a mistake and that my mother was in a much better place. God is

so awesome, and I give him all the praise, honor, and glory for all that He has done. He

has strategically placed people in my path to assist, encourage, pray for, and support me
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in ways that I cannot begin to expound on.

I am especially appreciative of my husband, Larry, and our children, LaWanda,

Larron, LaDonte, and Laurence Lee, for their love, support, and all the special prayers.

My children are super special angels because they encouraged me with the Word of

God when I didnt have confidence in myself. I am very much indebted to Dr. Marilyn

Simon, my mentor, who was always there providing me with support to get things done.

When I was unsure of my direction, she was my guiding light; thank you, Dr. Simon.

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 A special thanks to my dissertation committee, Dr. Marilyn Simon, chair, and Dr.

Elaine Spaulding and Dr. Linda Crawford, for showing me that each individual is

important in his or her own way while working together as a team so that goals may be

attained. In addition, I would like to thank my pastor, Bishop Robinson, my church

family, and especially the Women of Faith for their prayers and words of support. I offer

a special thank you to my brothers and their wives, my sisters and confidantes Debra and

Shirley, for understanding and being there for me. I would also like to remember my

prayer partners and Women of God Joceilyn Wallace, Sharon Williams, and Jewel

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Williams. Numerous people aided me on this journey. I may not name each and every
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one, but I would be remiss to fail to mention Dr. Kyla Kurrian, Dr. Paul Mehas, Dr. Craig

McPhadden, Mr. Donald Bryant, and Mr. Moses Mitchener for providing skill and
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knowledge toward the collection or analysis of the data in this study.

Finally, special thanks are extended to the research participants; you were greatly

appreciated as you shared parts of yourselves with me. I am also indebted to my

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coworkers, friends, and fellow doctoral colleagues, who supported my endeavors with

their labor of love. May God continue to bless each of you for your love and kindness

toward me as I traveled on this Walden journey.

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 TABLE OF CONTENTS

LIST OF TABLES ........................................................................................................... viii

LIST OF FIGURES ........................................................................................................... ix

LIST OF FIGURES ........................................................................................................... ix

CHAPTER 1: INTRODUCTION TO STUDY .................................................................. 1

Statement of the Problem .................................................................................................... 3
Nature of the Study ............................................................................................................. 4
Research Questions ............................................................................................................. 6
Purpose Statement ............................................................................................................... 6
Background of the Problem ................................................................................................ 7
Theoretical Framework ..................................................................................................... 14

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Definition of Terms........................................................................................................... 20
Limitations ........................................................................................................................ 22
Delimitations ..................................................................................................................... 23
Assumptions...................................................................................................................... 23
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Significance of the Study .................................................................................................. 24
Summary ........................................................................................................................... 24
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CHAPTER 2: LITERATURE REVIEW .......................................................................... 26
Research Overview ........................................................................................................... 26
Documentation .................................................................................................................. 28
History and Background of Character Education ............................................................. 29
Controversy of Character Education ................................................................................. 35
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Character Education .......................................................................................................... 36

Administrators and Character Education .......................................................................... 43
Bullying............................................................................................................................. 45
School Violence ................................................................................................................ 47
Moral Education and School Climate ............................................................................... 52
Curriculum and Student Behavior .................................................................................... 58
School Climate and Student Behavior .............................................................................. 62
Middle School and Character Education .......................................................................... 64

CHAPTER 3: METHODOLOGY .................................................................................... 67

Research Method and Design Appropriateness ................................................................ 68
Research Method ........................................................................................................ 68
Role of the Researcher ................................................................................................ 68
Research Questions ..................................................................................................... 70
Population ......................................................................................................................... 70
Population in Study ..................................................................................................... 70
Geographic Location and Setting................................................................................ 71
Data Collection ................................................................................................................. 72
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Instrumentation ................................................................................................................. 73
Data Collection for Quantitative Component of the Study ............................................... 74
Data Collection for the Qualitative Component of the Study ........................................... 75
Interview Questions for Administrators...................................................................... 78
Interview Questions for Teachers ............................................................................... 78
Interview Questions for Parents .................................................................................. 79
Rationale of the Study ....................................................................................................... 80
Data Analysis .................................................................................................................... 80
Summary ........................................................................................................................... 84

CHAPTER 4: PRESENTATION OF DATA AND RESULTS ....................................... 85

Research Design................................................................................................................ 85
Framework for Presentation of Data ................................................................................. 86
Pilot Study Participants ..................................................................................................... 87
Pilot Study Teacher Participant 1 ............................................................................... 88

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Pilot Study Administrator Participant 2 ...................................................................... 89
Pilot Study Parent Participant 3 .................................................................................. 90
Research Questions ........................................................................................................... 91
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Pilot Study Findings.......................................................................................................... 92
Case Study Participants..................................................................................................... 94
Efficacy of Character Education ....................................................................................... 96
Case Study Administrator Participants ........................................................................... 103
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Character Education and Student Discipline .................................................................. 103
Case Study Parent Participants ....................................................................................... 106
Parental Awareness of Character Education ................................................................... 106
Major Themes Supportive of Findings ........................................................................... 110
Curriculum Subthemes Supportive of Findings.............................................................. 113
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Curriculum Is Meaningful......................................................................................... 114

Curriculum Is Challenging........................................................................................ 115
Curriculum Is Community ........................................................................................ 115
Evidence of Quality ........................................................................................................ 117
Major Findings and Results of Quantitative Data........................................................... 118
Adult Stakeholder Respondents to Question 1 ......................................................... 120
Adult Stakeholder Respondents to Question 4 ......................................................... 121
Adult Stakeholder Respondents to Question 7 ......................................................... 121
Adult Stakeholder Respondents to Question 9 ......................................................... 121
Adult Stakeholder Respondents to Question 12 ....................................................... 122
Adult Stakeholder Respondents to Question 15 ....................................................... 122
Adult Stakeholder Respondents to Question 17 ....................................................... 123
Adult Stakeholder Respondents to Question 20 ....................................................... 123
Adult Stakeholder Respondents to Question 23 ....................................................... 123
Perceptions of Student Friendship and Belonging .......................................................... 124
Adult Stakeholder Respondents to Question 2 ......................................................... 124
Adult Stakeholder Respondents to Question 3 ......................................................... 125
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 Adult Stakeholder Respondents to Question 5 ......................................................... 126
Adult Stakeholder Respondents to Question 10 ....................................................... 126
Adult Stakeholder Respondents to Question 13 ....................................................... 126
Adult Stakeholder Respondents to Question 16 ....................................................... 127
Adult Stakeholder Respondents to Question 18 ....................................................... 127
Adult Stakeholder Respondents to Question 21 ....................................................... 128
Adult Stakeholder Respondents to Question 24 ....................................................... 128
Perceptions of Students Shaping of Their Environment ............................................... 128
Adult Stakeholder Respondents to Question 6 ......................................................... 129
Adult Stakeholder Respondents to Question 8 ......................................................... 130
Adult Stakeholder Respondents to Question 11 ....................................................... 130
Adult Stakeholder Respondents to Question 14 ....................................................... 130
Adult Stakeholder Respondents to Question 19 ....................................................... 131
Adult Stakeholder Respondents to Question 22 ....................................................... 131
Adult Stakeholder Respondents to Question 25 ....................................................... 131

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Perceptions of Support and Care by and for Faculty and Staff....................................... 132
Adult Stakeholder Respondents to Question 26 ....................................................... 132
Adult Stakeholder Respondents to Question 29 ....................................................... 133
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Adult Stakeholder Respondents to Question 31 ....................................................... 134
Adult Stakeholder Respondents to Question 32 ....................................................... 134
Adult Stakeholder Respondents to Question 34 ....................................................... 135
Adult Stakeholder Respondents to Question 35 ....................................................... 135
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Adult Stakeholder Respondents to Question 36 ....................................................... 135
Adult Stakeholder Respondents to Question 38 ....................................................... 136
Adult Stakeholder Respondents to Question 39 ....................................................... 136
Adult Stakeholder Respondents to Question 40 ....................................................... 137
Perceptions of Support and Care by and for Parents ...................................................... 137
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Adult Stakeholder Respondents to Question 26 ....................................................... 137

Adult Stakeholder Respondents to Question 28 ....................................................... 138
Adult Stakeholder Respondents to Question 30 ....................................................... 139
Adult Stakeholder Respondents to Question 33 ....................................................... 139
Adult Stakeholder Respondents to Question 37 ....................................................... 140
Adult Stakeholder Respondents to Question 41 ....................................................... 140
Adult Stakeholder Respondents to Question 42 ....................................................... 141
Quantitative Data Analysis ............................................................................................. 141
Perceptions of Student Respect ................................................................................. 141
Perceptions of Student Friendship and Belonging .................................................... 142
Perceptions of Students Shaping of Their Environment ......................................... 142
Perceptions of Support and Care by and for Faculty and Staff................................. 142
Perceptions of Support and Care by and for Parents ................................................ 143

CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .......... 146

Overview and Purpose .................................................................................................... 146
Interpretation of Findings ............................................................................................... 147
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Research Question 3: To what extent is the middle school a caring community? ......... 150
Conclusion ..153
Curriculum Is Challenging........................................................................................ 155
Curriculum Is Community ........................................................................................ 156
Implications for Social Change ................................................................................. 157
Recommendations for Actions and Further Study .......................................................... 159
Researchers Reflections ................................................................................................. 162
Summary ......................................................................................................................... 163

REFERENCES ............................................................................................................... 166

APPENDIX A: CONSENT FORM TO PARTICIPATE IN STUDY............................ 182

APPENDIX B: NOTIFICATION LETTER TO SUPERINTENDENT ........................ 184

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APPENDIX C: NOTIFICATION TO DR. LICKONA TO USE SURVEY .................. 185

APPENDIX D: NOTIFICATION LETTER TO PILOT PARTICIPANT ..................... 186

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APPENDIX E: RESPONSE LETTER FROM DR. LICKONA TO USE SURVEY..... 187

APPENDIX F: SCHOOL AS A CARING COMMUNITY PROFILE-II-SURVEY .... 188

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APPENDIX G: ATLAS.TI DOCUMENT CODES ....................................................... 193

APPENDIX H: SCHOOL AS A CARING COMMUNITY PROFILE-II -

DESCRIPTIONS ............................................................................................................ 194
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APPENDIX I: SCCP-II SURVEY RESPONSE VALUES ............................................ 196

APPENDIX J: RESEARCH DATA CHARTS .............................................................. 200

CURRICULUM VITAE ................................................................................................. 204

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 LIST OF TABLES

Table 1. Summary of Searched Literature ........................................................................ 29

Table 2. Pilot Study Participants Demographics ............................................................. 88

Table 3.Case Study Demographics ................................................................................... 95

Table 4.Administrator Participants Demographics ....................................................... 103

Table 5. Parent Participant Demographics...................................................................... 106

Table 6. Central Themes or Primary Codes for Adult Stakeholders .............................. 110

Table 7. Adult Respondents in Survey ........................................................................... 118

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Table 8. Likert-Type Scale Values and Responses for Questions 1, 4, 7, 9, 12, 15, 17, 20,
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and 23 ...................................................................................................................... 120

Table 9. Likert-Type Scale Values and Responses to Questions 2, 3, 5, 10, 13, 16, 18, 21,
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and 24 ...................................................................................................................... 124

Table 10. Likert-Type Scale Values and Responses to Questions 6, 8, 11, 14, 19, 22, and

25............................................................................................................................. 129
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Table 11. Likert-Type Scale Values and Responses to Questions 26, 29, 31, 32, 34-36,

and 38-40 ................................................................................................................ 133

Table 12. Likert-Type Scale Values and Responses to Questions 27, 28, 30, 33, 37, 41,

and 42 ...................................................................................................................... 137

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 LIST OF FIGURES

Figure 1. Likert-type scale value for the question In this school, parents treat other

parents with respect ............................................................................................... 140

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 CHAPTER 1: INTRODUCTION TO STUDY

Character education is a planned, comprehensive, and systematic approach for

teaching self-respect, responsibility, trustworthiness, and citizenship (Wood & Roach,

1999, p. 213). However, teaching character education in public schools is contentious.

Lickona (1991) suggested schools should take a primary role in teaching children

principles such as honesty, respect, and integrity while other researchers such as Hulbert

(2004) contended character development is the sole responsibility of parents or guardians,

who are not necessarily comfortable with teachers taking over their role in developing

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their childs moral fiber.
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Spock (1960) addressed the need to prepare children for adulthood and noted that

teachers, as experts in education, have the skills and abilities to offer children a moral as
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well as an academic education. In contrast, Covey (1997) noted parents were their childs

first mentor, providing children with opportunities for appropriate challenges and

opportunities to make choices, and they should not abdicate this role to teachers. Before
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leaving office, President William J. Clinton challenged schools to teach character

education to help cure moral problems of society including street crime, violence in

schools, drug use, teen pregnancy, and the decline in good manners (Davis, 2003).

The Student Citizen Act of 2001 encouraged U.S. schools to implement a

character education and civic education plan to change school culture through community

involvement and curriculum integration. In 2001, North Carolina Department of Public

Instruction (NCDPI), the North Carolina Center for the Prevention of School Violence

(NCCPSV), and the North Carolina Character Education Partnership (NCCEP)

completed a 5-year grant project to develop and gather resources to assist schools in a
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system-wide approach to implement character education (p. 91). The partnership was

composed of three county school systems, Charlotte-Mecklenburg, Cumberland, and

Wake County. School boards and superintendents developed a policy for using the

NCCEP model. The central office appointed a lead person to coordinate, monitor, and

evaluate the districts objectives of a self-assessment; distribute the self-assessment to all

the schools; and present a guide on possible ways to implement the NCCEP model. The

central office also requested the principals determine how the model could be

implemented at each school. The principals appointed a person in the school to review

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the assessments; identify the strengths, best practices, and weaknesses of the current
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program; and then resubmit to the designees. Reports were revised and goals were set to

implement the character education accountability requirements. However, there has yet to
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be an assessment of the success of individual schools in implementing character

education programs in North Carolina.

The NCDPI (2001) and the NCCEP model focused on student achievement and
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three components of character education: (a) community and parental involvement, (b)

school climate in reference to character education, and (c) the integration of character in

the curriculum to develop model programs that strengthen and promote character in

partners. This is in accord with the Student Citizen Act (2001), which recommended

eight character traits for character education instruction: courage, good judgment,

integrity, kindness, perseverance, respect, responsibility, and self-discipline. Bulach

(2002) identified the following components from Lickona, Schaps, and Lewiss (1994)

Eleven Principles of Effective Character Education as a format for the NCDPI (2001)

NCCEP model to help principals plan and evaluate character education programs:
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1. Character education promotes core ethical values as the basis of good
character.
2. Character must be defined to include thinking and behavior.
3. Effective character education requires an intentional, proactive, and
comprehensive approach that promotes core values in all stages of life.
4. The school must be a caring community.
5. To develop character, students need opportunities for moral action.
6. Character education includes a meaningful and challenging curriculum
that respects and helps all learners succeed.
7. Character education should strive to develop student intrinsic
motivation.
8. The school staff becomes a moral and learning community and shares
responsibility of character education.
9. Character education requires moral leadership from staff and student
leaders.

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10. The school must recruit parents and community members for the
character-building effort.
11. Evaluations of character education should assess the functioning of the
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school educators and the extent that students manifest good character.
(Positive Action, 2005, pp. 1-4)

The School as a Caring Community Profile-II (SCCP-II, 2002) survey, developed

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by the Center for the 4th and 5th Rs, helped schools assess themselves as caring

communities as well as their character education initiatives (NCDPI, 2001). Principals

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were asked how the character education program was affecting student behaviors. Several

schools attempted to meet this challenge, but a formal evaluation on what worked and

what did not work has yet to be conducted.

Statement of the Problem

Problems in society involving juveniles include street crimes, violence in schools,

drug use, teen pregnancy, and a decline in good manners. In addition, there has been an

increase in sexual and physical abuse of children, excessive desire for money and

material possessions, an increase in juveniles carrying and using weapons, and the failure

in respect for life with explicit sex and violence. Online bullying is also a growing
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problem threatening the social lives of children in the United States, with about one in

four students believed to have been bullied online (Giannetti & Sagarese, 2004). To deal

with these social problems, there has been a re-evaluation of the schools role in teaching

values. The Student Citizen Act of 2001 encouraged schools in the United States to

implement character education and civic plans to change school culture. North Carolina

Department of Public Instruction (NCDPI), worked collaboratively with the North

Carolina Character Education Partnership (NCCEP) and the Center for the Prevention of

School Violence to develop plans to promote the development of character and

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citizenship at all levels of education. There is thus a need for an increased understanding
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about character education programs in schools. However, there has been no formal

assessment of the efficacy of these programs. The problem addressed in this evaluative
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case study was the need to understand the effectiveness of the character education

program.

Nature of the Study

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This evaluative case study of a middle school character education program in

North Carolina, supported Merriams(1998) suggesting to probe deeply and analyze

intensively the many phenomena that make up the activities of the unit under study with

the hope of being of value to the wider population (p. 366). The evaluative case study

included administrators, teachers, and parents who volunteered to participate in the study.

The methodology included qualitative and quantitative components as a form of

triangulation. Creswell (1998) identified triangulation design as a mixed method in which

the researcher collects both quantitative and qualitative data, compares results, and uses

the findings to determine if they validated each other. Fraenkel (1994) used a modified
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triangulation design to study four high school social studies teachers identified as

outstanding by their peers. In painting a picture of the daily classroom routine, Fraenkel

used qualitative techniques such as class observations, daily logs, and interviews with

teachers and students (p. 444). In addition quantitative instruments such as performance

checklists, rating scales, and discussion flowcharts were used. The interviews,

observations, and quantitative measures collected were used in the triangulation method.

The face-to-face interviews of administrators, teachers, and parents were used as

the qualitative technique for this evaluative case study to develop an understanding of the

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participants perspectives of the effectiveness of the character education program in the
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middle school. In addition, the survey instrument (SCCP-II) was the quantitative tool that

provided all teachers, administrators, and parents at the case study school an opportunity
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to share feedback of the school as a caring community in relation to character education.

Archival documents referenced activities, programs, a PowerPoint presentation, and

teacher lesson plans used to evaluate the character education program. Interviewees
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determined the most appropriate times for the individual interviews that took place.

Yin (2003) suggested multiple sources of evidence be utilized to provide a variety

of experiences and additional data techniques resulting in more accurate documentation

(p. 101). In addition to the interviews and surveys, relevant documents in relation to the

character education and other archival records explored the effectiveness of the character

education program in the school. This evaluative case study profoundly explored and

analyzed the effectiveness of the character education program in the middle school from

the perspectives of administrators, teachers, and parents.

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Research Questions

The research questions that this evaluative case study attempted to answer were as

follows:

Research Question 1: How do teachers, administrators, and parents in a North

Carolina middle school perceive the effectiveness of the character education program

implemented at that location?

Research Question 2: What components of the character education program in the

middle school in eastern North Carolina are in need of improvement based on the opinion

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of the administrators, teachers, and parents?
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Research Question 3: To what extent is the middle school a caring community?

Purpose Statement
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The purpose of this evaluative case study was to explore the effectiveness of a

character education program in a middle school in North Carolina and determine if the

school was a caring community. The researcher sought to develop an understanding of

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the effectiveness of a character education program that had been operational for 1 year.

Rather than isolating the variables, Yin (2003) suggested multiple sources of evidence

provide quality and more convincing and accurate information than do single sources of

evidence (p. 98). Data were obtained from a collection of qualitative and quantitative

information including individual interviews, character education artifacts, the collection

of archival documents, and surveys. The data were compared and the results of the

findings were used to validate each other in relation to the character education program

from the perspectives of all participants and their use of character education.
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Background of the Problem

Edgington (2002) posited character education is the fastest growing school reform

movement in the United States. The trend, although controversial, had been to rely on

public schools to educate for character. Williams (2000) purported the dual focus of

educating children by teachers had changed, indicating it was easier to focus on

standardized achievement tests of comparisons between individuals, although the result

of the acts of violence that plagued schools, churches, and community centers had given

more weight to the use of character education (p. 3). In a survey of 280 preservice and

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classroom teachers, Edgington found 75% of teachers believed character education
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should be taught, although 65% were unsure of how to put character education into

practice.
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Berkowitz and Bier (2005) identified the importance of public schools and

recognized the tremendous impact parents had on developing students character.

Berkowitz and Bier studied 33 character education programs across the United States that
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operated in eight pedagogical strategies: direct instruction, peer interaction, classroom

behavior management, institutional reorganization, modeling mentoring, community

service learning, educator professional development, and family community

participation. The study supported the need for schools and parents to positively

contribute to developing moral integrity in children. Parents were trained, along with staff

members with character education activities and strategies relating to topics of child

rearing, bullying, positive discipline, and risky behavior for parental involvement. The

Child Development Project of California, one of the 33 character education programs

offered a successful annual read-aloud night for families, giving students an opportunity