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Literature Review character education
Litrature review on character education
Character education Essay
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The purpose of my research is to study what effect if any the implementation of a character education program has on high school student achievement. Many of the journal articles that I have come across in researching character education and student achievement indicate more of an indirect relationship where for example, an increase in student achievement is considered a product of improved attendance resulting from character education participation. A majority of such articles include studies on the development and effectiveness of specific character education programs. Therefore, my research study will focus solely on character education implementation and student achievement in an effort to establish whether a direct correlation exists. According to Gay, Mills & Airasian (2009, pg. 196), “correlational studies typically investigate a number of variables believed to be related to a major, complex variable, such as achievement.” One of the main purposes of correlational studies is “to determine relations among variables” via a relationship study (Gay, Mills & Airasian, 2009, pg. 196). I plan to collect and use “already available data” including CST scores and grade point averages, the two major determinants of measurable student achievement, both prior to the research study and after in order to determine if there is in fact a correlation between character education implementation and student achievement (Gay, Mills & Airasian, 2009, pg. 147). A notable advantage to utilizing a correlational research design is that it enables a researcher to not only determine whether or not and to what extent a relationship exists between two variables, it also enables researchers to test hypothesis regarding anticipated relations (Gay, Mills... ... middle of paper ... ...tablish the correlation coefficient (Gay, Mills & Airasian, 2009). Gay, Mills & Airasian (2009, pg. 201) maintain that Pearson r results are the preferred method in educational research because it “results in the most precise estimate of correlation”. Of particular interest in the data analysis and interpretation portion of the study is whether a linear or curvilinear relationship exists between the variables and whether or not there is a relation among variables for certain defined subgroups, such as 9th, 10th, 11th, and 12th, graders; however, a large enough sample size is needed in order to denote any relationship in the latter (Gay, Mills & Airasian, 2009). References Gay, L.R., Mills, G. E., & Airasian, P. W. (2009) Educational research: Competencies foranalysis and applications. (9th. Ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN-10: 0135035015
Education." Midwest Quarterly 44, no. 2 (Winter2003 2003): 211. Academic Search Premier, EBSCOhost (accessed April 11, 2014).
Guthrie , J. W., Heyneman, S. P., & Braxton , J. M. (2002).Encyclopedia of education . (2nd ed., pp. 283-289). Farmington Hill, Michigan: Cengage Gale.
Construct validity is the degree to which scores measure an intended construct. Construct validity is demonstrated by the correlation with other established intelligence and school achievement tests, and item performance. Developers computed correlation coefficients between scores on the TONI-4 and scores on two nonverbal intelligence tests, the Comprehensive Test of Nonverbal Intelligence–Second Edition (CTONI-2; Hammill, Pearson, & Wiederholt, 2009) and the TONI-3 (Brown, Sherbenou, & Johnsen, 1997). For the CTONI-2 study, there were 72 participants 6 to 17 years old. Form A scores were correlated with scores on the CTONI-2 Pictorial Scale, CTONI-2 Geometric Scale, and CTONI-2 Full Scale. The corresponding corrected coefficients between the TONI-4 and these scales were .74, .73, and .79, respectively. In the TONI-3 study, 56 participants were randomly sampled from the standardization sample. Participants’ item-level data were rescored to obtain TONI-3 scores. The corrected correlation coefficient between the TONI-4 and TONI-3 was .74. Developers also calculated average correlation coefficients between TONI-4 scores and scores on three school achievement tests ranging from .55 to .78. The resulting correlations confirm construct validity. These results show the TONI-4 scores are generally more correlated with other intelligence test scores than with achievement test scores. Item
Helps to establish that a student’s low academic achievement is not due to inappropriate instruction, poor developmental activities and expectations deficit
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Now within the rest of this paper you will be finding a few different things getting discussed. Staring it off we will be discussing the articles that we have found to make our arguments and hypotheses. After wrapping up the literature reviews we will be discussing the hypotheses thus continuing onto our variables and indicators. Once we discuss our hypotheses we will be moving onto the research design. The research design will have our general issues, sampling, and methods.
Stiggins, R. (1991). Facing challenges of a new era of educational assessment. Applied Measurement in Education 4(4), 263+. Retrieved September 25, 2003 from Academic Search/EBSCO database.
Williams, M. M. (2000). Models of Character Education: Perspectives and Developmental Issues. Journal of Humanistic Counseling, Education & Development, 39(1), 32-40. Retrieved from EBSCOhost.
...son’s r correlation will be carried out, using two independent variables (I.V.). The I.V’s were (1) cognitive state anxiety (intensity), (2) somatic state anxiety (intensity). The dependant variable (D.V.) was the performance. The reason for doing this test is that a Correlation test is used for investigating the relationship between two variables. Pearson's r correlation is a measure of the strength of the association between the two variables.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Newmann, F. M. & Archbald, D. A. (1992). The nature of authentic academic achievement. Toward a New Science of Educational Testing and Assessment. State University of New York Press, Albany New York. 71-84.
Unger, G. E. (2001). Character development. Encyclopedia of American education. (Vol. 1, pp. 199-200). New York: Facts on File, Inc.
Personality type plays a large role in how a student behaves in the classroom and interacts with his/her fellow students and teachers. Identifying personality types in our classroom can help us to avoid misbehavior problems before they begin or once started help us to better understand the student and to help that student make better choices in the future. What I propose in this paper is a combining of Linda Albert’s (2003) cooperative discipline technique as detailed in Cooperative Discipline and Don Lowry’s (2004) personality types as detailed in Keys to Personal Success.