NEA Resources

Guide for School Leaders Sorts out Legal 
Issues Regarding Sexual Orientation, Identity

A consortium of national organizations -- including NEA -- has issued "Dealing with Legal Matters Surrounding Students' Sexual Orientation and Gender Identity."  ( PDF, 409 KB, 21 pages ) It provides practical guidance on schools' legal rights and responsibilities with respect to students, school programs, and curriculum. Using a question-and-answer format, the publication addresses everything from student organizations and clubs to dress codes.

NEA Offers Values/Character Education Resources

Without taking a position on any specific approach to values/character education, the NEA has compiled a wealth of authoritative and respected resources to assist members, other educators, and concerned citizens in finding the approach that will work best in their communities.

Learning First Alliance Offers Guidance on ESEA

The Learning First Alliance, a partnership of NEA and 11 other leading national education groups, has developed and released a comprehensive set of materials to help schools and communities understand and respond to the federal Elementary and Secondary Education Act (ESEA). NEA members can get professional onsite assistance in conducting community "conversations" aimed at increasing understanding of the new regulations.

The package gives special attention to schools that are labeled "in need of improvement" under the new federal requirements of ESEA, which was officially renamed the Leave No Child Behind Act. The entire set of materials (in PDF) is available for download at the Learning First Alliance Web site.

NEA Offers Resources to Improve School Quality

Keys to Excellence for Your Schools (KEYS) is a survey tool and school reform process to help NEA members work with administrators, parents, and the community to improve local schools. The KEYS program is a major part of NEA's efforts to make public schools great for every child.

NEA Report Offers Teachers' Views on Reading

The Report of the NEA Task Force on Reading 2000 (76k PDF, 30 pages) moves beyond the ongoing debate about the best ways to teach reading and calls for a focus on "complete" reading programs. The report states that "...amid all the discussion by special panels of experts and statements by policy makers, the voices of teachers -- the people whose expertise is based on real teaching experiences in real classrooms -- are not usually heard."

NEA's report was written by teachers and offers guidance for practitioners and policy makers seeking to make a difference in real classrooms.

The NEA Task Force on Reading agreed on three key points around which the report's recommendations revolve.

• There is no one way to teach reading that works for all children all the time.
• The teacher, not the method, makes the real difference in reading success.
• Teachers cannot do the job without the support of the community and good policy.

The report also describes 10 key elements of what should comprise a complete reading program.

Bookstore

NEA "Professional Library" books can help you and your colleagues manage classrooms, inspire students, and transform learning. You can read most of our newest titles free online. Ordering what you need to succeed is simple, secure, and just a mouse click away!

Web Site Points Hispanic Students to Scholarships

Get easy access to more than 1,000 sources of college financial aid at the Hispanic Scholarship Directory Web site. Sponsored by NEA and the National Hispanic Press Foundation, the site includes college application guidelines and a scholarship database searchable by state, college, and field of interest.

NEA Foundation for the Improvement of Education

The NEA Foundation for the Improvement of Education (NFIE) awards grants to educators who propose innovative and promising ways to help all students experience academic success and reach their full potential, especially those who have been historically underserved by society's institutions.

NEA Today

NEA Today is the Association's flagship publication. Published eight times a year, it presents a collaborative exploration of the hottest challenges and solutions facing today's teachers.

Urban Grants Program

Grassroots initiatives that promote a spirit of cooperation among local educators, students, and urban communities are recognized by the NEA Urban Grants Program. Each year, NEA awards 25 grants of $5,000 each to local NEA affiliates. Hurry! This year's deadline is September 30.

President's Columns

NEA's President offers a regular commentary on the education scene. He addresses everything from teacher quality to student achievement in his Washington Post column.

Substitute Teachers

Substitute teachers perform a vital function in the maintenance and continuity of daily education. They serve as educational bridges when teachers are absent. Learn more about these professionals and find out what states are doing to recognize them.

Works4Me

The NEA's popular Works4Me program provides an ongoing supply of classroom tips from fellow educators. Each week, Works4Me subscribers receive an e-mail message with two practical classroom tips submitted by the real education experts - your colleagues.

NEA members also can read the weekly tips on OWL.org, an NEA Web site that provides members with practical tips, strategies, and education materials. Free registration is required for this member-only site; once you have registered and logged in, go to the My Profession section and scroll down to the Works4Me feature.

To join the mailing list, simply send an e-mail message to: lyris@list.nea.org. Type: "subscribe works4me" in the message field.

Works4Me Tips

NEA's Works4Me tips library contains hundreds of ideas and solutions you can use in your classroom right now. They are divided by topic. All activities and techniques are submitted by fellow teachers to enhance effectiveness and interaction with parents, students and peers.

Topics

NEA can help you discover and understand all the key issues in education today -- from charter schools and vouchers, to teacher quality and professional development. Teachers may find the following topics especially interesting:

• Accountability and Testing
• ESEA ("No Child Left Behind")
• National Board Certification
• Social Security
• Teacher Quality
• Teacher Shortage

Character Education:

Background and Discussion

• Background and Discussion National Organizations and Programs State Programs Resource Clearinghouses Research References

  Is Character Education the Answer?
  Education World School Administrators Article, 1999.
  "As incidents of in-school violence become more common, and strict disciplinary techniques and increased security measures fail to control the problem, many parents, educators, politicians, and social leaders are looking for reliable methods of prevention. Is character education the answer?..."
  
  
• Character Education. ERIC Digest.
  Evelyn Holt Odden, 9/2000.
  
  (Some points from this digest...
  • Those who say schools do not reinforce social values have failed to examine the underpinnings of the educational system and its expectations. Education is value-laden, as the society determines what will or will not be modeled. Morals are "caught, not taught," and "classroom life is saturated with moral meaning that shapes students' character and moral development."
  • In character education, the school community identifies the core values of the school and works to teach and reinforce those shared values within the students' lives. Consensus must be reached to develop the shared vision of what character traits should be fostered. Those character traits should permeate the child's learning environment, whether in the classroom, hallway, gymnasium, cafeteria, sports arena, or local restaurant. The character traits are part of the fabric of the whole community, and all stakeholders model the desired behaviors.
  • "To become grounded in basic values, students must see good examples in all aspects of school life and be taken seriously."
  • Some critics consider character education to be indoctrination in values contrary to those taught at home. If the selected values, however, are outcomes of decisions involving all stakeholders in the school community, then they should not conflict with those taught at home...
  • Many schools with successful character education programs have observed fewer disciplinary referrals for misbehavior, improved school attendance, fewer student drop-outs, and higher performance scores on standardized achievement tests. If schools become welcoming, supportive places for students, students are more likely to attend and stay on task. Student achievement is likely to improve...)
    
    
• Essays regarding the philosophical foundations of moral education, character education, values education...
  
  
  • Empathy and Morality
    Susan Verducci, Stanford University, Philosophy of Education 1999
    
  • The Role of Sympathy in Kant's Philosophy of Moral Education
    (This essay is a response to Verducci, above.)
    Michael B. Mathias, University of Rochester, Philosophy of Education 1999
    
    
• See what "Modeling Respect" looks like (in Web Video)
  • How to Pay Attention with Respect/Modeling Respect
    "Too often teachers and other adults expect children to be respectful in the way they talk to them but may actually model disrespect when they talk to children..."

Values/Character Education

National Organizations and Programs

• Background and Discussion National Organizations and Programs State Programs Resource Clearinghouses Research References

  Character Counts!
  A voluntary nationwide initiative to support nonpartisan character education. The "six pillars of character" identified by the group are Caring, Citizenship, Fairness, Respect, Responsibility, and Trustworthiness.  Provides resource materials, trainings, and awards recognition.
  
  
• The Character Education Partnership (CEP) 
  This partnership was founded in 1993 as a national nonpartisan coalition for character education. The CEP recognizes National Schools of Character, which serve as models of exemplary character education practice in the country.  

CEP's Eleven Principles of Effective Character Education
Principle 1. Promotes core ethical values as the basis of good character

Principle 2. Defines "character" comprehensively to include thinking, feeling, and behavior.

Principle 3. Uses a comprehensive, intentional, proactive, and effective approach to character development.

Principle 4. Creates a caring school community.

Principle 5. Provides students with opportunities for moral action.

Principle 6. Includes a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed.

Principle 7. Strives to foster students’ self motivation.

Principle 8. Engages the school staff as a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students.

Principle 9. Fosters shared moral leadership and long-range support of the character education initiative.

Principle 10. Engages families and community members as partners in the character-building effort.

Principle 11. Evaluates the character of the school, the school staff's functioning as character educators, and the extent to which students manifest good character.

• Educators for Social Responsibility
  "Educators for Social Responsibility (ESR) helps educators create safe, caring, respectful, and productive learning environments. We also help educators work with young people to develop the social skills, emotional competencies, and qualities of character they need to succeed in school and become contributing members of their communities."
  
  
• The Ethics Resource Center (ERC)
  ERC offers schools assistance with the establishment and improvement of character development programs. "We believe that character development is the long-term process of helping individuals develop knowledge of, motivation to, and practices of living by a set of ethical standards." Products include Making the Case for Character Education, Character Education Encyclopedia.
  
  
• The Giraffe Project
  This project challenges participants to "stick their necks out" for good character. The program offers examples of heroes who "stuck their necks out" for the care and concern of others. Students explore the difference between "hero" and "celebrity" and work toward developing a caring local community. Resource materials are available for students in K-12.

Values/Character
Education Resources

"Character education is the deliberate, proactive effort to develop good character in kids -- or, more simply, to teach children right from wrong. It assumes that right and wrong do exist, that there are objective moral standards that transcend individual choice -- standards like respect, responsibility, honesty, and fairness -- and that we should teach these directly to young people."

But it's not as simple as that may sound. ERIC, the Educational Resources Information Center, says this:

"'Character education' is an umbrella term used to describe many aspects of teaching and learning for personal development. Some areas under this umbrella are 'moral reasoning/cognitive development'; 'social and emotional learning'; 'moral education/virtue'; 'life skills education'; 'caring community'; 'health education'; 'violence prevention'; 'conflict resolution/peer mediation' and 'ethic/moral philosophy' (Character Education Partnership 1999, 3). As indicated by the variety of terms associated with it, character education is broad in scope and difficult to define precisely.

"Character education treats various aspects of moral education, civic education, and character development. Its multi-faceted composition makes character education a difficult concept to address in schools. Each component provides a slightly different slant on what is important, and what should be taught."

Delegates to NEA's Representative Assembly, the Association's highest policy-making body, recognized both the importance and complexity of values/character education.

Without taking a position on any specific approach, the Representative Assembly directed the NEA to offer resources, such as those assembled here, to assist members, other educators, and concerned citizens in finding the approach that will work best in their communities.

Values/Character Education

Resource Clearinghouses

• Background and Discussion National Organizations and Programs State Programs Resource Clearinghouses Research References

  Center for the 4th & 5th R's (Respect and Responsibility)
  Serves as a regional, state, and national resource in character education. "Helping schools, teachers, and parents develop good character in youth."
  
  
• The Character Education Network
  The network "is a place for students, teachers, schools and communities to facilitate character education. This site is dedicated to providing quality online, ready-to-use curriculum, activities and resources that integrate with and enhance the classroom experience. It allows schools and students to network together by sharing ideas and experiences with others in their community and nationwide."
  
  
• GoodCharacter.com 
  Free resources, materials, and lesson plans.
  
  
• Indiana University Character Education Resources
  Materials to provide an introduction to character education, including links and bibliographic information.
  
  
• The National Character Education Center
  Center initiated by The Values in Action network, representing stakeholders from over 1000 schools nationwide who "feel Ethics Education and Value Centered environments make the most impact in a child's success in school." The Center provides resources for teachers, students and administrators for pre-school through high school levels.

Cultivating Values in Middle School Kids
Gene Bedley, CEO Character Education Center, February 2003
Eight Principles for Transmitting Values to Adolescents

1. Describe what you need from kids rather than what they don't do!
   
   
2. Cultivate respect in your class or home by demonstrating high regard and consideration for others.
   
   
3. Involve fathers in more decision-making opportunities.
   
   
4. Promote responsibility management. Adolescents often don’t see the advantage of have a positive relationship with teachers or parents, especially since adolescence tends to be a self-focused stage. Help kids understand that when they demonstrate personal responsibility, you will reciprocate by allocating more freedoms. They’ll then see the important connection between responsibility and freedom.
   
   
5. Recognize that adolescents need independence, yet they also need realistic, necessary moral and physical boundaries.
   
   
6. Adolescents are going through one of the biggest physical changes in the human life cycle. Not since they were two years old has there been such a dramatic change. Through all the changes, adolescents need assurance and affirmations that they are a unique, unrepeatable miracle, and that they have a special place in school, in class, and in their home.
   
   
7. Self-disclosure can be your most powerful tool in building healthy relationshipswith adolescents.
   
   
8. The most dynamic force available to teens is adults who can express genuine love and appreciation for their existence. Express genuine compassion to teens by valuing their ideas, looking in their eyes (to show genuine regard), and letting them know that they belong. 

What the Research Says

Early childhood education

• Only 26 states offer pre-kindergarten programs to needy children.
• Early childhood educators have an average salary range of $15,000 - $20,000.
• By 2003, half of all Head Start teachers will be required to have a degree in early childhood education.

Teacher quality counts

• Fully prepared teachers are more effective in the classroom, and their students demonstrate larger achievement gains than students whose teachers are not fully prepared.
  Source: Linda Darling-Hammond, 1992
• A 1997 study by the University of Texas at Arlington showed that Texas students perform better on state exams when their instructors are fully licensed in the subjects they teach.
  Source: National Commission on Teaching for America's Future

The search for qualified teachers

• Nationwide, some 2.4 million teachers will be needed in the next 11 years because of teacher attrition and retirement and increased student enrollment.
  Source: National Center for Education Statistics Predicting the Need for Newly Hired Teachers in the U.S. to 2008-09
• The projection jumps as high as 2.7 million when researchers factor in declining student/teacher ratios based on nationwide class size reduction efforts.
  Source: National Center for Education Statistics Projections of Education Statistics to 2008
• More than 2,800 NEA members and 6,500 teachers nationwide earned National Board Certification, the teaching profession's highest credential. Research shows that teachers who challenge themselves through the rigorous National Board Certification process improve their teaching -- and their students' learning.
  Source: National Board for Professional Teaching Standards, National Education Association

Teacher turnover

• In a typical year, an estimated 6 percent of the nation's teaching force leaves the profession and more than 7 percent change schools.
  Source: National Center for Education Statistics
• Twenty percent of all new hires leave teaching within three years.
  Source: National Center for Education Statistics
• In urban districts, close to 50 percent of newcomers flee the profession during their first five years of teaching.
  Source: Darling-Hammond & Schlan, 1996

Mentoring

Over the next 10 years, the U.S. Department of Education estimates 2 million new teachers will be entering classrooms. Many of these teachers will come out of excellent preparation programs and arrive with good, practical ideas -- but there's still more they can learn from experienced colleagues. No one can help teachers more than their peers can.

NEA supports teacher mentoring as a means to help new teachers transition from their pre-service experience to the responsibility for a classroom of children.

Who are new teachers?

• Almost two-thirds are younger than 27.
• Nearly half -- 42 percent -- have just finished college and never taught.

Why does NEA need to help them succeed?

• More than half of new teachers leave the profession in their first five years.
• New teachers who participate in induction programs, like mentoring, are nearly twice as likely to stay in the profession than those who don't.
• Research proves that a critical predictor of student success is teacher quality.

Source: "A Better Beginning: Helping new teachers survive and thrive - A guide for NEA local affiliates interested in creating new teacher support systems."

Greatest needs

• The greatest teaching shortages are in bilingual and special education, mathematics, science (particularly the physical sciences), computer science, English-as-a-Second-Language and foreign languages.
  Source: American Association for Employment in Education Teachers Supply and Demand in the U.S., 1998
• About 42 percent of all public schools in the United States have no minority teachers. Minority students make up 33 percent of enrollment in U.S. public schools, while the total of minority teachers reaches just 13.5 percent. By the early 21st century, the percentage of minority teachers is expected to shrink to an all-time low of 5 percent, while 41 percent of American students will be minorities.
  Source: National Center for Education Statistics
  Digest of Education Statistics, 1998

Teacher salaries

• The average salary of a U.S. public school teacher for the school year 2000-01 was $43,335 -- with 37 states below the average.
• Highest ranking states: New Jersey, Connecticut, and California.
• Lowest ranking states: Mississippi, North Dakota, and South Dakota.
• Teacher salaries from 1991-2001 increased an average of 0.3 percent per year based on NEA's report Rankings and Estimates 2000-2001. During this same period, school revenue receipts, total expenditures, and per-pupil expenditures increased significantly.

Source: NEA's Ranking & Estimates: Rankings of the States 2001 and Estimates of School Statistics 2002

Ironically, the nation's public school teachers spend an average of more than $400 annually on classroom supplies -- or collectively, at least $1.2 billion per year.
Source: NEA's Status of the American Public School Teacher, 1995-96

This list of sites and links represents a sampling of available materials for use by education professionals in their work with students in the classroom and on school grounds. These sites do not necessarily represent the opinions or positions of the NEA or any of its affiliates or personnel. Please note that these URLs/Web sites can often change during national crises. The following sites are current as of March 19, 2003.

Government

The White House
The White House Web site provides transcripts, articles and other information concerning the most current issues regarding the Iraq conflict and homeland security.

The Department of Homeland Security
This site gives Americans an idea of the current terrorist threat level and how the United States is working to protect its citizens.

Ready.gov
Established by the Department of Homeland Security, Ready.gov details specific actions Americans can take when responding to any terrorist activity or threats.

DeploymentLINK - Department of Defense (DoD)
This Department of Defense site provides support to deployed troops and their families.

The Central Intelligence Agency (CIA)
This site includes public information and maps that the CIA has released concerning the Iraq conflict, as well as a children's homepage and other resources.

National Institutes of Health (NIH)
This NIH site provides current information about health concerns related to the war on terrorism.

Centers for Disease Control and Prevention (CDC)
This site provides tactics Americans can use to avoid dangerous infections, such as smallpox and other diseases that could be used as biological weapons.

Federal Emergency Management Agency (FEMA)
As the agency responsible for responding to homeland emergencies, FEMA's Web site provides updated news on the Homeland Security threat level and actions that the government is taking to prevent any terrorist activity.

Education

National Association of School Psychologists (NASP) — Coping in Unsettling Times
This resource provided by the NASP gives educators and parents tools to help children cope with the difficult aspects of the Iraq conflict.

National Association of Secondary School Principals — Safe and Orderly Schools
This site gives administrators tips and suggestions for maintaining safe schools (e.g., crisis prevention and management).

Other Web sites

American Academy of Pediatrics 
This site provides information on the emotional consequences of terror and suggestions for communicating with children about disasters.

Connect for Kids
A site that provides information to assist parents in supporting and talking with their children during difficult times.

Noted reformer praises
union role in improving schools

Noted school reformer Deborah Meier says despite many imperfections and dysfunction, teacher unions are not to blame for all that is wrong with public education and are unfairly and inaccurately portrayed by their critics as opponents of "reform" and school improvement.

In a thoughtful article, "On Unions and Education,"  in the Winter 2004 issue of Dissent magazine, Meier contends there are many reasons why teachers and parents, and their friends and relatives, need to be the allies of their local teacher unions.

Meier notes that, in her view, unions are not without faults and does not advocate "falling into line behind union leaders." But she does contend it's important to dispel the "inaccurate idea that unions are to blame for the difficulties of school reform." 

She points out that the nature of what is passed off as "reform" often is the problem.

"Indeed," she says, "it is often assumed that reform means allowing those at the top of the hierarchy to act decisively -- that is, outside of formally bargained rules -- in order to get better results. Or it means abandoning the public system entirely for that alternate system of decision making: the free -- well, sort of free -- market."

"Teachers will resist reforms," Meier says, "and will only 'comply' under duress, unless they own the reforms and believe in them. Of course, they resist; it is an honorable response to arbitrary power. If teachers didn't resist each new fad, they'd be lobotomized."

Meier concludes, "Reforms are not always good, and change is not always in the interest of better learning. Healthy resistance is sometimes what we most need, side by side with thoughtful proposals for change -- and this is what we will sorely miss if teachers' unions are defeated by the relentless hostility of their many opponents."

Meier founded the Central Park East schools in New York City and the Mission Hill School in Boston. She is author of The Power of Their Ideas, Will Standards Save Public Education?, and In Schools We Trust.

Values/Character Education

State Programs

• Background and Discussion National Organizations and Programs State Programs Resource Clearinghouses Research References

  State Character Education Activity - June 2002
  Report describing state legislation on character education and federal character education grants in the states as of June 2002 from MindOH!, a commercial e-Learning company specializing in character education products.
  
  
• California
  Department of Education - Character Education
  
  
• Idaho
  State Office of Education - Character Education
  
  
• Indiana
  In 1995 the Indiana General Assembly passed a mandate for good citizenship education and delineated 13 character qualities necessary for Indiana Citizens. Good citizenship instruction is described as instruction that emphasizes the nature and importance of:
  1. being honest and truthful;
  2. respecting authority;
  3. respecting the property of others;
  4. always doing one’s personal best;
  5. not stealing;
  6. possessing the skills necessary to live peaceably in society and not resorting to violence to settle disputes;
  7. taking personal responsibility for obligations to family and community;
  8. taking personal responsibility for earning a livelihood;
  9. treating others the way one would want to be treated;
  10. respecting the national flag, the United States Constitution, and Indiana's state Constitution;
  11. respecting one’s parents and home;
  12. respecting one’s self; and
  13. respecting the rights of others to have their own views and religious beliefs.
      Related:
      Indiana Clearinghouse for Citizenship and Character Education
      
      
• Kentucky
  Department of Education - Character Education
  
  
• Maryland
  State Department of Education - Character Education
  
  
• Missouri
  4H - Character Education
  
  
• Nevada
  Character Education Project
  
  
• New Jersey
  Department of Education - Character Education Partnership
  
  
• New Mexico
  Albuquerque - Character Counts! 
  Chaves County - Character Counts!
  
  
• North Carolina
  Department of Public Instruction - Character Education
  
  
• South Carolina
  Department of Education - Character Education
  
  
• North Dakota
  Character Education
  
  
• Utah
  State Office of Education - Character Education
  
   

Values/Character Education

Research References

• EJ638267 - Character Education: Where Are We?
  von Eschenbach, John F., 2001.
  Southern Social Studies Journal; v27 n1 p50-63 Fall 2001.
  Examines the status of mandated character education in schools throughout Georgia using a questionnaire sent to public school principals. Reveals that the principals' degree of acceptance of character education is fairly strong, while the degree of implementation is significantly below the level of acceptance for 13 attributes of character education. (CMK)
  
  
• EJ634679 - How Character Education Helps Students Grow.
  Singh, Gloria Rambow, 2001.
  Educational Leadership; v59 n2 p46-49 Oct 2001.
  One first-grade teacher integrated character education into the existing curriculum. She used a job chart to teach responsibility and teamwork, and helped the class develop a constitution. Her framework was based on the Character Counts! Coalition's crucial character traits: respect, responsibility, trustworthiness, fairness, caring, and citizenship. (MLH)
  
  
• ED458638 - Character Education Literacy Kits: Supporting the Home/School Connection.
  Andrews, Sharon Vincz. 2001.
  Paper presented at the Annual Meeting of the Character Education Conference,
  (7th, St. Louis, MO, July 12-14, 2001).
  This paper explains that the teacher participants at the conference explored teacher-made character education kits based on good children's literature. They examined the values component in the books and practiced developing hands-on activities for parents and children to do at home, activities that support the values that parents and teachers are helping students to develop. Handouts for kit development and a bibliography organized by values were shared. (Contains 10 references.) (NKA)
  EDRS Price MF01/PC01 Plus Postage.
  
  
• ED457118 - Teaching Character Education Using Children's Literature: Wisconsin's Standards of the Heart.
  Wisconsin State Dept. of Public Instruction, Madison. 2001.
  Publication Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-243-8782 (Toll Free).
  Developing standards of the heart means becoming a caring, contributing, productive, and responsible member of society. It includes being successful in school; making responsible decisions; caring about others; contributing to society; developing social and personal skills, such as problem solving, accepting various perspectives, and setting and attaining goals; and developing a core set of common values. This guide is intended to be a resource for parents and educators to use in choosing quality children's literature that exemplifies positive character development. The guide is divided into these sections: "Introduction" ("A Definition of Standards of the Heart"; "Fostering Standards of the Heart in the English/Language Arts Curriculum"; "Planning for Language Arts Instruction"; "Best Practices in Reading and Literature"; "Teaching and Planning for a Reading Task"); "Standards of the Heart: A Bibliography of Literature for Children and Young Adults" ("Introduction"; "Promote Core Values"; "Safe School Environment"; "Family and Community Involvement"; "Address Societal Issues"; "Develop Positive Relationships"; "Engage Students' Minds"; "Set High Expectations"); and "Sample Teaching-Learning Strategies" ("Introduction"; "Teaching-Learning Strategy: Identify Core Values"; "Teaching-Learning Strategy: Explore Value Conflicts"; Teaching-Learning Strategy: Explore Feelings and Develop Empathy"; "Teaching-Learning Strategy: Examine Cultural Norms"). (Contains 3 appendices: "The Importance of a District Selection Policy"; "Annual List of Children's and Young Adults' Literature: Awards and Distinctions"; and "Resources for Identifying Books for Use in the Classroom.") (BT)
  EDRS Price MF01/PC03 Plus Postage.
  Purchase from ERIC
  
  
• ED455162 - Educating Hearts and Minds: A Comprehensive Character Education Framework.
  DeRoche, Edward F.; Williams, Mary M. 2001 (Second Edition).
  Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($29.95). Tel: 805-499-9734; Fax: 805-499-5323; e-mail: order@corwinpress.com.
  This second edition merges new ideas in character education research with best practices in schools and districts. The book provides the most up-to-date and comprehensive framework for K-12 administrators, educators, and concerned citizens. It offers easy access to practical and proven methods supported by in-depth rationale. The book highlights the following keys for success in building an effective character education program: six sets of standards for character education; six tips for leaders; five tips to ensure reaching consensus; five classroom expectations; strategies for school culture and classroom climate; steps for developing a values curriculum; co-curricular activities; teaching principles; staff development and personnel training; and assessment. The book proposes standards, promising practices, and assessment instruments that can be personalized to fit the needs and interests of any school, student population, school district, or community. (Contains a list of resources and 106 references.) (BT)
  
  
• ED453112 - The Building Blocks of Character Education: Respect, Responsibility, Citizenship.
  Bowman, Mary Lou; Potts, Annmarie. 2001.
  Master of Arts Action Research Project, Saint Xavier University and Skylight Professional Development.
  This action research report describes a program to improve and enhance students' social skills in and out of the classroom. The targeted population consisted of two fourth grade classrooms at two different suburban sites. The need to address this issue seems to have grown due to an increase in school violence and the decline of the traditional family. Analyzing the causes revealed that students are being influenced by a variety of changes: breakdown in the family, an increase of media intake, no social skill implementation in the curriculum, deficiency of communication between students, low self-esteem and achievement, and insufficient support from parents and teachers to teach social skills. Children are not receiving the nurturing that past generations received, and as a result society is seeing an increasing population of children who are unsure about what is right and what is wrong. Review of the literature suggests poor classroom climate, inadequate character education programs, and lack of student acceptance of responsibility as additional causes. A review of solution strategies led to the selection of these intervention techniques: creating a social skills program, raising parent and teacher awareness of the importance of social skills, and helping children learn how to communicate effectively. The interventions used had a positive influence on the behaviors of the targeted students. The numbers of occurrences of inappropriate behavior were reduced. The degree of success with a character education program depends upon the frequency of classroom instruction and the commitment of the teacher to the program. (Contains 7 figures, 5 tables, and 40 references. Attached are 12 appendixes of surveys and questionnaires.) (Author/BT)
  EDRS Price MF01/PC04 Plus Postage.
  
  
• ED453144 - Building Character Education in Our Schools To Enhance the Learning Environment.
  Burke, Nancy; Crum, Sharon; Genzler, Mary; Shaub, Dee; Sheets, Jayne. 2001.
  Master of Arts Action Research Project, Saint Xavier University and Skylight Professional Development.
  This action research project examined the impact of a character education program to enhance the learning environment in schools. The targeted population consisted of students in grades 1, 2, 3, and 6 and in a self-contained second, third, and fourth grade special education class. Students exhibited behaviors that reflected a lack of positive character traits in the schools. The need for character education was documented through data revealing the perceptions of students, parents, staff, and administrators. The research investigated probable causes for the lack of positive character traits demonstrated by students. Through use of surveys, questionnaires, checklists, and interviews, it was determined that core character traits were deficient in the students' daily interactions. Upon reviewing suggested interventions from current literature by knowledgeable others, eight core character traits were selected as the character education program focus. Acknowledgment and recognition of these character traits were incorporated into the curriculum. Relating literature with a character theme was also a key strategy. Post-intervention data indicated that the implementation of a character education program encouraged positive student interaction. With daily implementation through direct instruction, use of literature, and parental involvement, the learning environment was greatly enhanced. (Contains 5 figures and 41 references. Nine appendices contain parent letter, parent and student surveys, three questionnaires, parent and student post-surveys, and project key words.) (Author/BT)
  
  
• EJ599045 - Creating a Framework for Character Education.
  DeRoche, Edward F. 2000.
  Principal; v79 n3 p32-34 Jan 2000
  Introduces a character-education framework to guide principals in designing programs. Critical elements include discussion of values to be fostered, development of a comprehensive vision and purpose, consensus on expectations, adequate resources and training, parent/community partnerships, program and implementation standards, and assessment. (MLH)
  
  
• ED446107 - Character Education.
  Mid-Continent Research for Education and Learning
  (MCREL) Aurora, CO. 2000.
  Changing Schools; Sep 2000 Published quarterly.
  This issue of "Changing Schools" focuses on character education. The lead article, "Character Education: Finding Ways To Foster Ethical Behavior in Youth" by Diane McIntyre Wilber discusses the character education programs that have spread to nearly every type of school, whether public, private, charter, or faith-based. Since 1996, the U.S. Department of Education has awarded more than $25 million in character education seed money to 36 states and the District of Columbia. The programs of five recipients of these funds in the region served by Mid-continent Research for Education and Learning (McREL) are profiled. "Universities and Communities in the Region Emphasize Ethics" by Diane McIntyre Wilber highlights recent actions in the field of character education by one college of education and one community in the McREL region. "Mentoring Program 'Inducts' New Teachers" by Paula Wenger describes the new teacher program in a Nebraska school district. A special section describes some recent research results and products from McREL. "Work Force Study Reveals the Importance of Soft Skills" by Paula Wenger describes a study of qualities such as responsibility, dedication, and the ability to work with teams as ("soft skills") in the workplace. (SLD)
  
  
• Evaluating the Impact of a Character Education Curriculum
  Paper by Cletus R. Bulach, State University of West Georgia presented at the Character Education Partnership Conference in Philadelphia, PA, 10/20/00.
  
  
• ED445781 - A Caring and Sharing Environment Helps Teach Values in Kindergarten Students.
  Fixler, Bonnie, 2000.
  Master's Action Research Project, Saint Xavier University and Skylight Professional Development.
  Field-Based Master's Program.
  For access information: http://www.edrs.com/default.cfm
  This action research project sought to incorporate character development education into a kindergarten classroom, with a focus on respect, responsibility, and cooperation. A behavior checklist was used by the teacher and parents to demonstrate the need for character education and to document improvement. Anecdotal records were also kept throughout the project. Project interventions included the teacher behaving as role model through creation of a democratic classroom with class meetings; incorporation of character education into the curriculum; use of cooperative learning activities and multiple intelligences; and involvement of parents in the process of learning and transfer of the desired life skills. Post-intervention data indicated improvement in character development among some of the children; however, more time with the interventions was recommended to achieve more desired results. (Eight appendices include a checklist of students' character traits, activity sheets, and survey materials. Contains 34 references.) (EV)
  
  
• ED440913 - Building Good Citizens for Texas:
  Character Education Resource Guide. High School.
  Texas Education Agency, Austin. 2000.
  Texas Education Agency, Austin, 1701 North Congress Avenue, Austin, TX 78701.
  Tel: 512-463-9838; Fax: 512-463-9839; Web site: .
  For related resource guides for elementary and middle schools, see SO 031 687-688.
  This Texas education resource guide is provided for teachers to plan a character education program which incorporates "Building Good Citizens for Texas" into the classroom curriculum and schoolwide activities. The guide points out that, to be effective, instruction in character education must be appropriate to the developmental level of the students at the high school level, the program should focus on civic responsibilities and applications of the concept of personal and social responsibility, and students should apply these concepts in all content areas to prepare themselves for their roles as future decisionmakers. The guide suggests that certain components of citizenship be highlighted each month, such as: September: honesty; October: responsibility; November: compassion; December: perseverance; January: loyalty; February: justice; March: self-reliance; April: self-discipline; and May: integrity, and that teachers integrate these components into their lessons when appropriate. The guide presents guidelines and details diverse classroom activities for each of these monthly components. It also discusses site-based implementation and suggests schoolwide activities. (BT)
  For access information: http://www.edrs.com/default.cfm
  
  
  • ED440912 - Building Good Citizens for Texas:
    Character Education Resource Guide. Middle School.
    For access information: http://www.edrs.com/default.cfm
  • ED440911 - Building Good Citizens for Texas:
    Character Education Resource Guide. Elementary School.
    For access information: http://www.edrs.com/default.cfm
    
    
• ED439250 - Service Learning and Character Education:
  Walking the Talk. Linking Learning with Life.
  Swick, Kevin J.; Winecoff, Larry; Nesbit, Ben; Kemper, Richard; Rowls, Michael; Freeman, Nancy K.; Creech, Nena; Mason, Janet; Kent, Laura-Brinker, 2000.
  South Carolina State Dept. of Education, Columbia.; National Dropout Prevention Center, Clemson, SC.
  This guidebook is designed to provide teachers, schools, parents, and other community leaders with the needed ideas, strategies, and resources to combine service learning and character education in meaningful educational activities for children and young people. The booklet contains seven short sections that provide an overview of character education and service learning and suggest ways to integrate the two processes in the school setting. The following topics are covered: (1) the essential elements of character education; (2) the connection between service learning and character education; (3) the key to effective character education; (4) youth leadership in character education programs; (5) the essential elements that promote character development; (6) impacts that should be expected from character education programs; and (7) the importance of character education. The guide also contains a resource section that lists five service learning organizations, seven character education organizations, five selected readings, and five references. (KC)
  For access information: http://www.edrs.com/default.cfm
  
  
• EJ594840 - Service Learning: Facilitating Academic Learning and Character Development.
  Hinck, Shelly Schaefer; Brandell, Mary Ellen, 1999.
  NASSP Bulletin; v83 n609 p16-24 Oct 1999
  Service learning is a form of experiential learning; students participate in projects that serve unmet community needs and facilitate classroom learning. Providing well-developed service-learning opportunities in school gives young people a chance to develop personally, interpersonally, and academically. Reflection and interpersonal interactions are essential elements. (23 references) (MLH)
  
  
• ED437172 - Raising Children with Character:
  Parents, Trust, and the Development of Personal Integrity.
  Berger, Elizabeth, 1999.
  Jason Aronson, Publishers, Inc., P.O. Box 1539, Fort Lee, NJ 07024-1539 ($30). Tel: 800-782-0015 (Toll-Free); Fax: 201-840-7242. (Document Not Available from EDRS.)
  Based upon the view that character development is not by and large the result of special lessons, but is rather embedded in and the product of the child's growth, this book focuses on how the intimacy of the ordinary day stimulates and enhances the child's potential for morality, devotion, and idealism. The book identifies general themes in the intimate relationship between parents and children and shows how to support and enhance positive character development. Vignettes from everyday situations and cases from clinical practice are used to highlight typical issues concerning parents and illustrate treatment of troubled children and adolescents and their families. The book defines the parents' mission as learning to trust and enhance the child's emerging maturity rather than simply concentrating on behavior management. Organized chronologically, the book examines personality development from early childhood through adolescence while interspersing subjects that recur throughout development. Topics considered include the parent-child love relationship, parental authority and temper, building self-discipline, the typical "back and forth" pattern of development, emotional development, conscience development, materialism and emphasizing people, citizenship in school, student motivation, adolescent needs and fostering maturity, sexuality, and spiritual values. Contains 12 references. (KB)
  
  
• EJ584895 - Character Education: Seven Crucial Issues.
  Lickona, Thomas, 1998.
  Action in Teacher Education; v20 n4 p77-84 Win 1998
  Discusses seven issues related to character education: the relationship between character and virtue; the nature of character education; the goals of character education; the psychological components of character; the content of character; the components of a comprehensive approach to character education; and how schools of education can prepare effective character educators. (SM)
  
  
• EJ584891 - Implications of Piaget's Constructivist Theory for Character Education.
  DeVries, Rheta, 1998.
  Action in Teacher Education; v20 n4 p39-47 Win 1998
  Outlines character education from the constructivist perspective, discussing Piaget's research on children's reasoning about moral rules, which offers a framework for examining education. Examines parallel teacher/child relationships, which affect moral development, and presents examples of how teachers can create cooperative interpersonal atmospheres, discussing research on children in constructivist and nonconstructivist classrooms. Implications for teacher education are noted. (SM)
  
  
• EJ584890 - How Teachers Feel about Character Education: A Descriptive Study.
  Mathison, Carla, 1998
  Action in Teacher Education; v20 n4 p29-38 Win 1998
  Examined inservice and preservice teachers' opinions and attitudes regarding character education, ability to teach character education, and professional responsibilities in that area. Surveys indicated that teachers considered character education important but differed in their opinions about what it was and how it should be taught. Student teachers hesitated to address issues of morality for fear of lawsuits and controversy. (SM)
  
  
• EJ584888 - Obstacles to Teacher Training in Character Education.
  Berkowitz, Marvin W., 1998.
  Action in Teacher Education; v20 n4 p1-10 Win 1998
  Examines the need for, and obstacles to, implementing effective preservice training in character education, addressing six obstacles: disagreement on what character is; disagreement on what constitutes character education; perceptions of limited space in preservice curricula; limited scientific data on what character-education elements are effective; where the expertise and resources are; and ambivalence about the appropriateness of educating for character. (SM)
  
  
• EJ575245 - Character Education Makes a Difference.
  Schaeffer, Esther F. 1998.
  Principal; v78 n2 p30-32 Nov 1998
  The Character Education Partnership aims to surround students with an environment that exhibits, teaches, and encourages practice in internalizing and exemplifying needed social values. Ten schools selected for a recent study illustrate successful efforts to build caring, respectful, and responsible children and adults. A sidebar lists 11 effective character-education principles for principals. (MLH)
  
  
• ED425092 - Character Education Should Be Part of the Public Education System.
  Nisivoccia, Joseph D. 1998
  This paper examines the research literature on character education and advocates its inclusion in the public school curriculum. Research indicates a connection between a lack of moral and ethical development and destructive behavior among children. Sections of the paper inclu
  (1) Introduction; (2) "The American Moral Heritage"; (3) "Morality vs. Ethics"; (4) "Evidence To Support Character Education"; (5) "Theories of Character Education"; (6) Analysis; and (7) Conclusion. (EH)
  For access information: http://www.edrs.com/default.cfm
  
  
• EJ557594 - U.S. Department of Education Character Education Projects.
  Kirchoff, Rebecca. 1997.
  Social Studies Review; v37 n1 p58-59 Fall-Win 1997
  Theme issue on "Character Education."
  Briefly summarizes 12 of the federally funded state projects supporting character education. Discusses the funding and governing authority for these grants and provides a contact number for each. Participating states include California, Connecticut, Iowa, Kentucky, Maryland, Missouri, New Jersey, New Mexico, North Carolina, South Carolina, Utah, and Washington. (MJP)
  
  
• EJ557592 - Character Education as a Key Component of School Reform.
  Dobbs, Dennis. 1997.
  Social Studies Review; v37 n1 p54-55 Fall-Win 1997
  Theme issue on "Character Education."
  Posits character education as an integral element in transforming the mission and purpose of schooling. Discusses the grass-roots and collaborative efforts of educators in organizing information and support networks implementing character education. Maintains that character education is necessary to correct the antisocial messages and gratuitous violence presented in the media. (MJP)
  
  
• EJ557583 - Eleven Principles of Effective Character Education.
  Lickona, Thomas; Schaps, Eric; Lewis, Catherine. 1997.
  Social Studies Review; v37 n1 p29-31 Fall-Win 1997
  Theme issue on "Character Education."
  Provides a series of guiding principles for schools and other groups for evaluating and designing character education curricula. These include a meaningful and challenging academic curriculum that respects all learners and helps them to succeed, moral leadership from both staff and students, and development of a caring community. (MJP)
  
  
• EJ557580 - Research Summary: The Status of Character Education from the Perspective of State Departments of Education.
  Nielsen, Lynn E. 1997.
  Social Studies Review; v37 n1 p20-22 Fall-Win 1997
  Theme issue on "Character Education."
  Reports on the results of a survey of states regarding support for character education. Discovers that there is broad national support for character education that incorporates varying forms of interpretation and implementation. Includes a copy of each survey question followed by an analysis of the responses. (MJP)
  
  
• EJ528551 - Teaching Public Values: Three Instructional Approaches.
  Stevens, Robert L.; Allen, Michael-G. 1996.
  Social Education; v60 n3 p155-58 Mar 1996
  Recommends using literature, Supreme Court cases, and moral dilemmas in a debate format as means of instruction for character education. Includes a rationale and examples for each approach. Explains several guiding values (respect for persons, justice, telling the truth) and their relevance to character education. (MJP)
  
  
• EJ522268 - Character Education, the U.S. Constitution, and the U.S. Supreme Court.
  Boyd, Stephen M. 1996.
  Update on Law Related Education; v20 n1 p23-25 Win 1996
  Considers the twin legal questions of, constitutional support for, and challenges against, character education in public schools. Discovers a number of court cases establishing precedence for character education. Appraises the legal efficacy of constitutional challenges and finds them wanting. (MJP)

USA TODAY is accepting nominations for the 2003 All-USA Teacher Team, honoring both individuals and instructional teams as representatives of all outstanding teachers. The deadline for submitting completed nomination forms is June 30, 2003.

The 20 First Team members will be featured in USA TODAY in October. First Team members receive trophies and share $2,500 with their schools, with each teacher receiving $500 and the balance going to the school. Twenty teachers each will be honored as members of the Second and Third Teams. Certified, full-time K-12 teachers with four years of experience, and instructional teams averaging four years of experience, are eligible.

Teachers can be nominated by anyone willing to put in writing why they are outstanding. No self-nominations are accepted, but teachers must complete the form explaining how they achieve their success. The All-USA Teacher Team is co-sponsored by the National Education Association, National Association of Secondary School Principals, National Middle School Association, National Association of Elementary School Principals, and American Association of Colleges for Teacher Education.