Behavior Problems :
Can Character Education Improve it?
Action Research Paper
By Jacqueline Holzer
EDU 703.22/Fall 2010
Introduction
Behavioral problems have been a constant in the school
environment for centuries. Recently the problem has begun to
receive more attention, as the disruptiveness is impeding the learning
and safety within the school environment. Within this paper, prior
research of the concern with behavioral problems will be discussed,
theorist views on children's developmental stages, current
instructional strategies, along with the researchers implementation of
character education and improving student behavior.
Statement of Problem
With positive character not being effectively enforced within the school, as well as within the home, the
school environment is becoming challenged. Teachers constantly deal with disruptive behavior in a
classroom, thereby taking away from the teaching time. Some students may not be aware of why they are
behaving a certain way, while others are aware and just don’t care. Children need guidance and with
Character Education they are introduced to areas such as moral, respect and integrity. The researcher believes
through character education students will grow into mature and respectful individuals, thinking about their
actions before hand and/or resolving problems in the appropriate manner.
“Citizens are realizing that a society cannot operate unless its citizens follow certain
moral principals, and schools are realizing that without character education, which
can help establish a good learning environment, education itself may not be
effective“
Review of Related Literature
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Although there is no thorough data, character education can produce positive results
(Winton, 2008; Skaggs & Bodenhorn, 2006)
Children see their surrounding world and develop their character based on what they see and what they are taught
(Rynders, 2006; Brannon, 2008)
97% of teachers agreed that schools need discipline and behavior to grow
(Public Agenda, 2004)
“Gradually students come to feel no moral discredit in rule violation and grow unresponsive to discipline”
(Goodman, 2007)
By teaching students how to handle and address a potential problematic situation they are able to better control their lives
(Rynders, 2006; Gable, Hester, Hester & Hendrickson, 2005; McArthur, 2002)
Peaceable Magnet School: Teachers and staff saw a difference in attitudes and behaviors in students as they discussed and explored “peace”
(Celia & Anstine, 1999)
“A teacher who is motivated and persistent regarding character education is likely to believe in his or how own ability to build students’
character and the ability of teachers in general to overcome negative influences outside of the classroom”
(Milson & Mehlig, 2002; Varham, 2005b)
“Citizens are realizing that a society cannot operate unless its citizens follow certain moral principals, and schools are realizing that without
character education, which can help establish a good learning environment, education itself may not be effective”
(Davis, 2006)
Each community has different values they believe in
(Bulach, 2002)
“Character Education teaches students to do the right thing for the wrong reason”
(Davis, 2003)
“We cannot force the issue of character development. We can only reinforce the appropriate components of character when we have the
opportunity to observe them in action”
(Milliren & Messer, 2009)
Each community has different values they believe in
(Bulach, 2002)
“Character Education teaches students to do the right thing for the wrong reason”
(Davis, 2003)
“We cannot force the issue of character development. We can only reinforce the appropriate components of character when we have the
opportunity to observe them in action”
(Milliren & Messer, 2009)
Review of Related Literature
Current Instructional Strategies
“Character Counts!”: trustworthiness, respect, responsibility, fairness, caring, and
citizenship
(Rynders, 2006; Barton, Richard & Wenglinsky, 1998)
Theorist
“PRIDE”: address both moral and performance character concerns
Monday: Plan for Success, Tuesday: Reading, Wednesday: Improve your
grades, Thursday: Develop your character, Friday: Enjoy your day
(Butler-Banks, 2010)
Maria Montessori & Lawrence Kohlberg
children develop character by exploring and
making free choices
(Brimi ,2009; Vardin, 2003)
“Alternative Dispute Resolution”: negotiation and mediation. Peer Mediation:
positive side of conflict, provide structure to handle conflicts, teach responsibility,
develop life skills, promote understanding & sensitivity, higher level of citizenship,
reduce disciple, increase teaching time
(Varnham, 2005a)
Maslow: Hierarchy of Basic Needs: the need of the
individual to fulfill physiological requirements
(Smith, 2001)
“Character Matters! And The CEP”: Tolerance, respect, caring and love for one
another is practiced, taught and learned
(Winton, 2008)
“Grimm Approach”: Fairy Tales by the Grimm Brothers (Cinderella, Hansel &
Gretel). Include moral law and general types of human experiences
(Bryan, 2005)
Character through Social Studies: Expose students to how women and men of our
history were faced with difficult, challenging situations and how they overcame it
through truth, integrity, honesty and loyalty
(Sanchez, 2006; Ellenwood, 2006)
“Judicious Discipline”: use “the language of citizenship rights and responsibilities
into class meeting to teach positive goal setting and peaceful conflict resolution”
(Landau & Gathercoal, 2000)
Character Education goal: “to help young people understand, care about and act
upon core ethical values”
(Davis, 2006)
Dr. Thomas Linkona: “Eleven Principals of Character
Education Effectiveness”
(Bulach, 2002)
Statement of Hypothesis/ Research Design
HR1: Implementing character education to 15 third grade students in P.S X after
school program in Brooklyn, NY will decrease behavioral problems and
produce a positive and safe learning environment.
Quasi Experimental: Nonequivalent Control Group Design
One single group pretest- posttest design
One single group is pretested (O), exposed to treatment (X), and post tested
(O)
Symbolic Design: OXO
Groups are not randomly assigned
Participants/ Instruments
Participants

15 third grade students in an after school program at P.SX in Brooklyn, NY


11 female and 4 male
1 teacher/researcher
Instruments




Heartwood “Character Counts” curriculum- two times a week for six weeks
Parent & Principle consent form
Parent Pre-survey- 10 questions to asses the adult in the participants lives and the exposure to positive
morals
Pre-Post-Survey- 15 questions to asses the traits of the participants
Possible Threats to Internal/External Validity
Threats to Internal
Threats to External
History
Being a follower, desire to be
accepted, act out to gain attention
Ecological Validity
Different views based on their
atmosphere & up-bringing
Maturation
Overtime experience a difficult time &
default back to behavior problems,
curriculum can become repetitive
Pretest Treatment
Testing before the treatment may affect
results
Testing/Pre-test Sensitization
May not answer honestly can affect
results, knowing they are being
surveyed may result in temporary
behavior change
Selection-Treatment Interaction
Upon agreement from family member,
students are not given an option of
participating
Differential Selection of Subjects
Each child has different personalities
& outlooks
Experimenter Effects
Passive elements- some students may
respond & engage more than others.
Gender can be a threat to response &
participation
Selection-Maturation Interaction
Some students mature faster than
others
Reactive Arrangements/Participants Effects
Hawthorne Effect- students may
change their behavior if they think
they are being studied. Present as a
way to get to know them.
Procedure/Results
Procedure



“Character Counts”- forty minutes- two times a week for six weeks
Read aloud- “Fly Away Home”, Magical Hands”, “Even That Moose Won’t Listen To Me”,
“Teammates” etc
Lessons included writing, listening, team work, drawings
 Example lesson- students draw a web identifying the main attributes of the character in a story, discuss
about their own experience
 Example discussion- speaker holds the line of string and passes to the next person who wishes to speak

Touched on the Heartwood attributes
 Courage, Loyalty, Justice, Respect, Hope, Honesty, Love
Results

Positive-Weak correlation between the parent/guardian implementing positive character
attributes and the effectiveness of “Character Counts” in the classroom
 Researcher compared the parent responses to question 10 to the student responses to
question 1
Pre-Survey & Post- Survey Data
Parent Pre-Survey Question #10- Are positive morals are enforced in our household?
Student Post-Survey Question #1-Do you take responsibility for you actions?
Pre Parent
(Y)
x
y
4
3
3
4
3
3
2
1
2
1
2
2
3
4
3
2
3
3
3
3
3
2
1
1
3
2
4
3
3
3
4.5
I take responsibilty for my actions
Post
Student (X)
4
3.5
3
2.5
Series1
2
Linear (Series1)
1.5
1
0.5
0
0
0.5
1
1.5
2
2.5
3
3.5
4
Positive Morals are enfored in our household
Rxy= 0.688976004
4.5
Pre-Survey Post-Survey
Average of Data
Average of each survey question from the parent
and student pre-post-survey
Student Post
Survey
x
y
x
3.1
2.8
2.2
2.1
2.8
2.4
2.7
2.4
2.6
1.9
1.8
2
2.5
2
2.4
2.1
2
2.2
3.2
2.7
2.9
2.5
2
2.4
2.5
2
2.7
2.8
2.2
2.4
2.2
1.9
2.2
2
1.9
1.9
2.8
2
2.6
3.2
2.4
2.8
3.1
2.3
2.6
Average Answers
3.5
Average of survey scores
Parent Survey Average
Student Pre
Survey
3
2.5
x
2
y
1.5
x
1
0.5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Number of Students
*Figure 2- the blue represents the student post-survey;
the pink presents the student pre-survey and the yellow
represents the parent pre-survey.
Discussion/ Implications
Discussion




The statement of hypothesis was not proven wrong, but was not proven to be 100% successful
Analyzing the data you can see the trend line is moving in a positive direction
There was minor improvement in the students behavior
The results show that parent involvement does not prove to have a significant impact
Implications

Time & Place- if the study was conducted during regular school hours the researcher believes there would
have been a stronger correlation


Different schools/different students- the program is mixed between PS.X and a nearby school
Surveys- wrong choice of wording. If asked different questions or presented in a different way the results
could have had accurate responses

Prior expose to curriculum- student participants are exposed to Character Counts in their nearby
school

Parent post-survey- this would have assessed their change in addressing behavior and exposing their
child to positive morals

Comprehension/writing- if participant has difficulty writing and comprehending the lessons would have
been frustrating due to the assignments
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