This article contains four parts. It begins with a description of the Child Development Project, a research project aimed at discovering ways to integrate a focus on students' social and moral development in elementary schools. Then we describe the project's mixed results in helping teachers successfully apply its approach to classroom management,…

Interventions that aim to promote social competence, reduce problem behavior, and improve school climate are common at all levels of schooling. This whole-school focus, coupled with researchers' concerns about contamination or spillover effects in evaluations that randomly assign classrooms or students to conditions, as well as advances in…

Examined the usefulness of two models of affective or values education: Kohlberg's Cognitive-Development Model and Gordon's Effectiveness Training Model. After completing the Kohlberg program elementary school students (N=178) tended to verbalize higher stages of moral reasoning. Gains in self-esteem were higher among Effectiveness Training…

Critiquing Skinner's and Kohlberg's moral development theories as inadequate, the author asserts that affective development (compassion, empathy, caring) is necessary to moral action. While saying that schools are limited in their ability to provide moral education, he outlines qualities of an educational environment which could facilitate moral…

"Citizenship" is a quality that most Americans would agree should be promoted in the schools. "Values education," as we have seen, provokes controversy and the question "Whose values are you going to teach?" An acceptable response is: "Values of citizenship, American democratic values, and the values upon which…

Relates how character education can be quickly incorporated into the curriculum when teachers, the school, and the community share mutual goals and work as a team. Outlines some of the techniques used such as devoting each month to a specific character attribute and sending home newsletters to keep parents informed. (MJP)

Emphasizes the role of the school principal in creating a vision, being a role model, and encouraging staff into and through character education. Outlines examples of the staff development and continuing teacher education at a K-6 magnet school. Discusses the school principal's professional philosophy and practices. (MJP)

Profiles the implementation and accomplishments of the Allen Classical/Traditional Academy in Dayton, Ohio. The elementary magnet school integrated a character education program into its classical education curriculum. Discusses the specifics of this program including the use of a discipline plan and school uniforms. (MJP)