東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A qualitative case study investigati...

Dardenne, Marilyn K.

FindBook

Google Book

Amazon

博客來

A qualitative case study investigation into character education experiences in one urban middle school setting.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A qualitative case study investigation into character education experiences in one urban middle school setting./
作者:	Dardenne, Marilyn K.
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621738
ISBN:	9781303930300

A qualitative case study investigation into character education experiences in one urban middle school setting.
Dardenne, Marilyn K.

A qualitative case study investigation into character education experiences in one urban middle school setting. - 222 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Texas Wesleyan University, 2014.

This item must not be sold to any third party vendors.

This case study was designed to investigate what makes character education meaningful from the perspective of students, teachers and mentors in an urban public middle school. The school studied was identified as having a partnership with a local church that supported the school's character education by providing mentors and organizing special programs for students, but the study revealed minimal implementation of the program. Observations and interviews with teachers, students, and mentors were conducted over the course of one semester. Results were analyzed and coded using qualitative techniques of constant comparative analysis and data reduction. Themes that emerged include the importance of role models (especially male role models), one-to-one connectedness, consistency, the influence of the home, helping adolescents to think differently about themselves, and challenging academics and high expectations. For curriculum and program developers, the findings may provide insights into developing practices and settings that are conducive to developing desirable character traits in adolescent students. The findings also are consistent with current theory that social cognition and skills are closely aligned with character development and academic achievement.

ISBN: 9781303930300Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A qualitative case study investigation into character education experiences in one urban middle school setting.
LDR:02354nmm a2200313 4500 001 2057381
005 20150610074910.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303930300
035 $a (MiAaPQ)AAI3621738
035 $a AAI3621738
040 $a MiAaPQ $c MiAaPQ
100 1 $a Dardenne, Marilyn K. $3 3171217
245 1 2 $a A qualitative case study investigation into character education experiences in one urban middle school setting.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Twyla Miranda.
502 $a Thesis (Ed.D.)--Texas Wesleyan University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This case study was designed to investigate what makes character education meaningful from the perspective of students, teachers and mentors in an urban public middle school. The school studied was identified as having a partnership with a local church that supported the school's character education by providing mentors and organizing special programs for students, but the study revealed minimal implementation of the program. Observations and interviews with teachers, students, and mentors were conducted over the course of one semester. Results were analyzed and coded using qualitative techniques of constant comparative analysis and data reduction. Themes that emerged include the importance of role models (especially male role models), one-to-one connectedness, consistency, the influence of the home, helping adolescents to think differently about themselves, and challenging academics and high expectations. For curriculum and program developers, the findings may provide insights into developing practices and settings that are conducive to developing desirable character traits in adolescent students. The findings also are consistent with current theory that social cognition and skills are closely aligned with character development and academic achievement.
590 $a School code: 1771.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Religious. $3 1017705
650 4 $a Education, Leadership. $3 1035576
690 $a 0727
690 $a 0527
690 $a 0449
710 2 $a Texas Wesleyan University. $b Education. $3 3171218
773 0 $t Dissertation Abstracts International $g 75-09A(E).
790 $a 1771
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621738