Endorsing the Evaluation of the School’s Character Education System


Character education is the intentional efforts a school takes to market students’ understanding of, capacity to critically reason about, motivation for, and potential to act in accordance with ethical values and principles. Character education is ultimately a matter of college reform. As a result it calls for committed leadership and requires numerous years to accomplish. In truth, character education is a journey that is ongoing. Leadership alterations, young children graduate, and teachers retire or relocate. Each and every year brings a new chance for the school to recommit to the development of very good character in all members of a college community. With no the active help of school and district leadership, and without having the patience and commitment of school teachers and administrators to stay the course, character education is considerably much less likely to be successfully implemented. The stakes for character education are high, our nation depends on it.

Efficient Character Education endorses the evaluation of the school’s character education system and it is supporting school neighborhood. The developing physique of empirical analysis on the effectiveness of character education has shown that some character education is fairly efficient and some is not. Schools want to recognize that not all attempts at promoting character education are likely to be successful and that what works elsewhere may not perform in their exclusive setting. As a result it is important for schools to evaluate regardless of whether they are really implementing character education (not all good intentions lead to productive final results) and, if they are, no matter whether it is getting a positive impact.

Posey, Davidson, and Korpi supply outstanding guidance on how to make a decision on, strategy, and implement the numerous types of evaluation for character education in schools. It is beyond the scope of this chapter to assessment what they suggest. Instead, we offer a few major points. First, plan properly in advance so that meaningful baseline information are collected. Second, feed information back to the school to enhance practice. Third, be certain to use evaluative strategies that have an proof base i.e., for which there is a scientifically justifiable body of proof supporting the effectiveness of the approaches chosen.

In reflecting on character education, Peter Yarrow argues that “though it may possibly sound calamitous to some, and for other people these words will resonate as a wake-up call, I think that such perform may possibly be decisive in determining, not only the future properly-being of our globe, but … the survival of everything we worth in our society and of society itself”.

By: Francis David