Character education specialists seem to know it when they see it, but what it means to call something a character education program remains unclear. One possible source for this uncertainty is the manner in which character education has been defined. By identifying certain features as necessary, existing definitions fail to encompass the universe…

Partnerships between schools, families, and communities provide a support net for each student and play a role in promoting academic success (Epstein, 1995; Shapiro, Ginsberg, & Brown, 2002) and moral development. This article is based on a qualitative study of a secondary school with numerous partnerships selected from a southern Ontario…

This monograph was written to examine the significance of recent moral development theory and research for college student development and to demonstrate ways in which these findings can be incorporated into student affairs programs and services. Although the monograph includes some review and discussion of research and theory in values…

This character-education guide, for grades Pre-K through 12, presents field-generated, field-tested ideas for integrating character education with daily learning. The ideas are varied in design, scope, and developmental levels, and range from half-hour lessons to schoolwide events to year-long courses. Each unit (50 in all) is built on particular…

This second edition merges new ideas in character education research with best practices in schools and districts. The book provides the most up-to-date and comprehensive framework for K-12 administrators, educators, and concerned citizens. It offers easy access to practical and proven methods supported by in-depth rationale. The book highlights…

This character education guide, for grades Pre-K through 12, presents field-generated, field-tested ideas for integrating character education with daily learning. The ideas are varied in design, scope, and developmental levels and range from half-hour lessons to school-wide events to year-long courses. Each unit (50 in all) is built on particular…

Describes teaching guides, units, and general discussions of values education. (DD)

Schools should not teach values directly, but education can never be value-free. Schools can best promote moral responsibility by treating all students fairly, providing good role models, using discipline to help students, balancing competition with cooperation, and providing opportunities to students for responsible and altruistic behavior. (TE)

Describes a program called the Character Education Curriculum developed by the American Institute for Character Education that is the most widely used plan for teaching the basic traits of character, conduct, and citizenship. (MD)

Argues that two-year college business programs need to provide moral guidance and leadership to students to help stem the proliferation of fraudulent and questionable financial reporting practices. Reviews amoral and moral unity theories of business ethics. Discusses barriers to ethical instruction in business curricula, and ways to overcome them.…

Reports on a study of teachers' attitudes and moral judgment. Finds that teachers who participated in a Just Community Approach Program changed their beliefs about fairness, justice, and responsibility. Suggests that this type of staff development can help teachers deal with situational conflicts. (CFR)

Discusses a model that allows teachers to provide content and instructional strategies that are appropriate to students' stages of both mental and moral development. The model (called the Three Step Approach) is based on Lawrence Kolberg's theory and provides opportunities for students to actively explore value-laden issues. (JN)

Growing public concern with student discipline, increases in student suicide rates, homicides, and high pregnancy rates of teenage girls are causing educators to give renewed attention to the concept of "character development" in public education. (MD)

Describes a comprehensive national survey of children's moral values which asked fourth through twelfth grade children about moral issues. Results revealed that American schoolchildren act on moral assumptions, although the assumptions are not uniform and are, therefore, difficult for teachers to address. (SM)

Presents a middle school teacher's observations concerning young adolescents (e.g., inconsistency is consistent, identification with others affords continuity, and they see others seeing them and seek ways to expend energy). Offers guidelines for promoting adolescents' moral growth (e.g., provide parent education and promote thoughtful critique of…