Character education: a critical analysis; robert tatman, stacey  (Page 14/16)

Though not generating empirical evidence regarding any measurable outcomes, schools view value statements as a methodology that cannot hurt and is the right thing to do (Peterson&Skiba, 2001). “Although these value statements may not change the attitudes or behaviors of chronically disruptive students,” according to Peterson and Skiba, “they may positively affect many other students in a preventative way and provide meaning for their pro-social behavior (p. 171). In this popular character education strategy, teachers use some type of curriculum guide from which to teacher character at a previously appointed time during the school day. Incorporating value states communicated via a variety of ways including posters, banners, and similar postings, focus on various character traits of the week or month. Bulach (2002a) adheres to the view that instead of a focus on certain traits, that the emphasis should instead be on the behavior traits associated with the character traits.

Developmental assets

The developmental assets are “40 scientifically based experiences, relationships, opportunities, skills, and character traits that form a foundation for healthy development” (Benson, Roehlkepartain,&Sesma, 2004, p. 1). Three important concepts according to Miller et al. (2005) drive the use of developmental assets. Also according to Miller et al. (2005), “It is imperative that school leaders, families, and communities work together to offset the teen risk factors presented by substance abuse and delinquent behaviors, changing family structures, and poverty” (p. 37). When developmental assets are enriched across schools, families, and communities systems, collective efforts “can develop resiliency, increase achievement and long-term success of adolescents, and, simultaneously, strengthen families and communities (Miller et al., 2005, p. 37). Developmental assets, according to Scales and Roehlkepartain (2003), “play an important role in increasing student achievement across all groups of students” (p. 9).

Summary of the history of character education

Innovation in methodology and practice continues to characterize character programming efforts on behalf of educational administrators attempting to do the supposedly impossible – balancing the demands of producing both smart and good students who will be the ethical and productive citizens of tomorrow. Forming a collective coop of instructional best practices, JROTC, SEL, SL, SGHSs, value statement approach, and developmental assets, equip current educational administrators to effectively satisfy the myriad of demands inherent to the leadership position they hold. For Ryan (2003), the early years of the 21st century saw schools recapturing their original mission, namely, the dual focus of, “helping students gain a moral compass and form the good habits they will need for a successful life” (¶ 5).