Journal of Character Education (eBook)

Front Cover 1
JOURNAL OF CHARACTER EDUCATION 3
EDITORS 3
Jacques S. Benninga, California State University, Fresno 3
Marvin W. Berkowitz, University of Missouri—St. Louis 3
EDITORIAL BOARD 3
Sheldon Berman, Andover (MA) Public Schools 3
Melinda Bier, University of Missouri–St. Louis 3
Shelley H. Billig, RMC Research Corporation 3
Ann Higgins D’Allesandro, Fordham University 3
Matthew Davidson, Institute for Excellence and Ethics (NY) 3
Maurice Elias, Rutgers University 3
Constance Flanagan, University of Wisconsin-Madison 3
Brian R. Flay, Oregon State University 3
Perry L. Glanzer, Baylor University 3
William Hansen, Tanglewood Research 3
Charles C. Haynes, First Amendment Center 3
John D. Hoge, University of Georgia 3
James Leming, Character Evaluation Associates (FL) 3
Thomas Lickona, State University of New York–Cortland 3
Marco Muñoz, Jefferson (KY) County Public Schools 3
Larry Nucci, University of California at Berkeley 3
Fritz Oser, University of Fribourg 3
Terry Pickeral, Cascade Educational Consultants 3
Clark Power, University of Notre Dame 3
Kevin Ryan, Boston University 3
Eric Schaps, Developmental Studies Center 3
Arthur Schwartz, Widener University 3
Scott Seider, Boston University 3
Bryan Sokol, Saint Louis University 3
Herbert J. Walberg, University of Illinois at Chicago 3
Lawrence J. Walker, University of British Columbia 3
Mary Williams, George Mason University 3
James Youniss, Catholic University of America 3
MANAGING EDITOR 3
Jonathan M. Tirrell, Tufts University 3
Journal of Character Education 4
Volume 13 • Number 1 • 2017 4
Approaches to the Development of Character 4
MISSION STATEMENT 5
Directions to Contributors 5
Approaches to the Development of Character in Organized Out-of-School Settings 6
Richard M. Lerner Deborah Lowe Vandell Jonathan M. Tirrell 6
Tufts University University of California–Irvine Tufts University 6
Conclusions 10
References 10
Character 12
A Multifaceted Developmental System 12
Larry Nucci 12
University of California, Berkeley 12
Character is a developmental system embedded within the self-system. This Relational Developmental Systems (RDS) view is in juxtaposition with virtue theory and accounts of character in terms of moral identity. The character system includes 4 compone... 12
Limitations in Current Definitions of Character 13
Character as Virtues 13
Moral Identity 13
Toward a Definition of Character 14
Figure 1 15
Character and Context as Interpenetrating and in Dynamic Relationship 15
THE COMPONENTS OF CHARACTER AND CONTEMPORARY RESEARCH 16
Table 1 16
Components of the Character System 16
Figure 2 17
The Character System Within the Self-System 17
Morality and Moral Cognition 17
Other Regarding Social Emotional Capacity 19
Self-Regarding Social Emotional Capacities 19
Nice is Not Enough: Discourse Skills for Responsive Engagement, Purpose and an Orientation for Principled Moral Change 20
Figure 3 22
The Interplay Among Developmental Processes Over Time 22
Conclusions and Final Thoughts 23
References 25
On the Importance of Coherence in the Study of Character Development 28
Kristina Schmid Callina and Richard M. Lerner 28
Tufts University 28
Nucci (this issue) gives a compelling conceptualization of the ideas needed to understand character as a multifaceted developmental system. In this article, we focus on the idea of coherence as it applies to understanding character development, educa... 28
Theoretical Perspectives for Understanding Character Development 28
RDS in Overview 29
An RDS-Based Conception of Character Development 30
The Importance of Coherence for Understanding Character Development 31
Implications of Coherence and RDS for Studying Character Development 33
Conclusions 33
References 34
The Essentials and Complexities of Character 38
Reflections on Nucci’s Multifaceted Model 38
Robert E. McGrath 38
Fairleigh Dickinson University 38
Larry Nucci, in his article “Character: A Multifaceted Developmental System,” has outlined a model of character that focuses on 4 domains of the moral system. This response focuses on 2 issues. The first is Nucci’s equation of character with mo... 38
The Essentials of Character 39
The Complexities of Character 41
Conclusions 41
References 42
Toward a Science of Character Education 44
Frameworks for Identifying and Implementing Effective Practices 44
Marvin W. Berkowitz and Melinda C. Bier 44
Center for Character and Citizenship, University of Missouri-St. Louis 44
Brian McCauley 44
Wasatch Academy (Utah) 44
A growing body of research on character education offers the opportunity to derive lessons on effective practice. While there is little focused research on the effectiveness of specific practices, reviews of effective programs have been mined for wel... 44
Defining Character and Character Education 45
WHAT DO WE MEAN BY “EFFECTIVE” CHARACTER EDUCATION? 45
WHAT WE INCLUDE IN OUR SEARCH FOR “EFFECTIVE PRACTICES” 46
EFFECTIVE CHARACTER EDUCATION PRACTICES 47
Frameworks for Identifying and Implementing Effective Practices 48
Table 1 49
Six Principles of the PRIMED Model 49
Table 2 50
PRIMED, Subcategories, and Implementation Strategies 50
Implementation Strategies 51
Prioritization 51
Relationships 53
Intrinsic Motivation (Internalization of Character) 54
Modeling 55
Pedagogy of Empowerment 56
Developmental Pedagogy 56
DISTRIBUTION OF PRACTICES WITHIN PRIMED FRAMEWORK 56
Parallels to Findings on Practices that Promote Academic Success 57
Conclusions 58
Author Note 60
References 60
Illuminating the Mechanisms of Character Development 64
Camille A. Farrington 64
University of Chicago, Consortium on School Research 64
This paper responds to Berkowitz, Bier, and McCauley’s description of effective features and practices that support character development by pushing on the question of how child and youth environments might “build character.” Acknowledging the ... 64
The Foundations for Young Adult Success: A Developmental Framework 66
Figure 1 68
FYAS Framework: Key Factors and Foundational Components 68
Table 1 69
Definitions of Key Factors and Foundational Components of Young Adult Success 69
Developmental Experiences 68
Figure 2 70
Developmental Experiences Wheel 70
NOTES 73
References 73
Ready to Implement? How the Out-of-School Time Workforce Can Support Character Development through Social and Emotional Learning 78
A Review of the Literature and Future Directions 78
Deborah A. Moroney Elizabeth Devaney 78
American Institutes for Research University of Rochester 78
This paper reviews the evidence on staff practices and quality programs that foster character development through social and emotional learning. The paper describes the state of the OST workforce, and barriers and opportunities to adding social and e... 78
Quality Youth Development Programs in OST Settings 80
Intentional SEL Practice 81
Figure 1 82
Interrated Factors That Influence Intentional SEL Practice 82
The OST Workforce 82
Staff Preparation and Youth Engagement 83
The Relationship Between Youth Workers and Participants’ Social and Emotional Development 84
THE CHARACTERISTICS OF A POSITIVE RELATIONSHIP BETWEEN YOUTH AND STAFF 85
Readiness to Implement 89
FUTURE DIRECTIONS FOR OST PRACTICE: A NEW JOB DESCRIPTION 90
Organizational Support Toward Sustainability 91
Adoption of Frameworks and Knowing What That Means 91
Culture and Context 91
Adult Social and Emotional Competence 92
Professional Learning and Development 92
Intentionality 93
Connections to Other Fields 93
Future Directions for OST: A Research Agenda 93
Implementation Studies on SEL Practice in OST 94
Studies on the OST Workforce 94
Studies on the Impacts of Implementing High Quality SEL Practice 94
References 95
Table 1 86
Literature Scan of All OST Types 86
Table 1 87
(Continued) 87
Table 1 88
(Continued) 88
Back Cover 100