Approaches to the Development of Character Proceedings of a Workshop (2017) / Chapter Skim
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3 Views of What Works in Developing Character
3 Views of What Works in Developing Character
Pages 27-38
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From page 27... ...
THEMES FROM RESEARCH Developmental psychology research, Berkowitz noted, suggests that accepted ideas about effective parenting map directly onto ideas about educating for character -- and that every teacher is in a sense a surrogate parent. Yet, he suggested, few parents use the sorts of character development strategies, such as reading or posting inspirational quotations, hanging posters bearing a single word such as "respect," or handing out reward tickets to children "caught" doing something praiseworthy, that are often found in schools and other settings.
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From page 28... ...
The researchers looked for reviews of scientific studies focused on the outcomes of character education, defined in terms of moral reasoning, positive psychology, and other frameworks -- they did not include effects on academic achievement or other outcomes. They did not analyze implementation strategies, but focused on program design and pedagogical approaches that make a difference.2 Berkowitz developed a structure for thinking about best practices for character education, which he calls PRIME, for prioritizing character education, relationships, intrinsic motivation, modeling, and empowerment.
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From page 29... ...
Empowerment -- Schools tend to be very hierarchical, Berkowitz noted. Shared leadership and classrooms run according to democratic principles foster the kind of character program leaders hope their students will develop.
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From page 30... ...
Aristotle, he pointed out, argued that neither rote repetition nor teaching would prepare a young person to confront a difficult situation, arguing that, "We become just by the practice of just actions, self-controlled by exercising self-control, and courageous by performing acts of courage." Confronting a genuinely confusing unstructured situation that poses a moral challenge, Larson added, can be a profound learning experience. L arson suggested that after-school programs, especially those for adolescents, provide real-world situations, opportunities, and dilemmas through which young people can practice in the way Aristotle suggested.
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From page 31... ...
When students believe that what they are doing may actually make a difference to others, they often have additional motivation to persevere through challenges. Peers may have negative or positive influences, Larson noted, and afterschool programs can foster constructive peer processes, the third ingredient in effective after-school programs.
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From page 32... ...
Foundations for Young Adult Success Camille Farrington offered her perspectives on how young people develop successfully, based on work she has done with colleagues (Nagaoka FIGURE 3-1 Challenge model of character learning for older youth. SOURCE: Larson (2016)
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From page 33... ...
Farrington and her colleagues conducted a study of what matters in the development of successful young people, and how and when they develop the attributes that are important to success. Their research included a review of relevant literature and extensive interviews with experts from fields including neuroscience, developmental psychology, social psychology, education, workforce development, and sociology.
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From page 34... ...
The five actions on the left side of the figure -- such as encountering new modes of behavior, being able to explore in a safe space, and practicing and developing skills -- are the opportunities through which young people develop character strengths. Versions of these kinds of experiences are important for children at all stages from early childhood through young adulthood, and are also key for adult learning, Farrington noted.
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From page 35... ...
Youth Development as a Shared Goal The focus on practices that can help children and adolescents flourish is very timely from a policy perspective, noted Karen Pittman, because it is "happening not just in school-based and after-school contexts but
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From page 36... ...
. in other systems." There has been a surge of interest in evidence-based policy, she noted, and it is important for the practice and research communities to "act quickly to broaden the definition of what evidence is and generate new methodologies." Pittman agreed with Farrington and others who have argued that randomized controlled trials are not a useful research approach for character development.
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From page 37... ...
The report identifies critical elements -- which could be described as components of character, social and emotional skills, noncognitive competencies, or by other terms -- that young people need to thrive.a The second project, Preparing Youth to Thrive, was a collaboration among eight exemplary youth organizations working with disadvantaged youth. The part ners were asked to "think about how to harness what they do," Pittman explained.
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From page 38... ...
"No matter what system you are working in," she commented, it will be important to build a culture that supports youth development, and to make sure all staff understand how to implement the practices aimed at doing this and integrate them with other goals of the program. Pittman closed with the analogy of school as a big jar filled with tennis balls representing the primary teaching objectives it is responsible for, such as algebra, language arts, and social studies.
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