MARC 主機 00000nam  2200373   4500 
001    AAI3269229 
005    20071030075921.5 
008    071030s2007                        eng d 
020    9780549082385 
035    (UMI)AAI3269229 
040    UMI|cUMI 
100 1  LeBlanc, Brenda F 
245 10 Teachers' perceptions, training, and implementation of 
       character education: Implications for staff development 
300    174 p 
500    Source: Dissertation Abstracts International, Volume: 68-
       05, Section: A, page:  
500    Advisers: Dennis R. Dunklee; Charles Thomas 
502    Thesis (Ph.D.)--George Mason University, 2007 
520    All across the United States character education has been 
       endorsed by education leaders, top elected officials at 
       the federal and state government levels with the objective
       of creating schools that foster ethical, responsible, and 
       caring young people. Some states have enacted legislation 
       that mandates character education in their public school 
       districts. The review of the literature indicated that 
       formal character education was absent from public schools 
       for approximately 30 to 40 years. Research indicated that 
       perceptions towards the adoption of an innovation must 
       begin with the individual who is required to implement the
       innovation. Hall and Hord (1987) identified seven stages 
       of concern that teachers are believed to go through as 
       they first become aware of an innovation and then 
       gradually become increasingly confident in their use of 
       the innovation 
520    The primary purpose of this study was to identify 
       elementary school teachers' stages of concern as they 
       relate to character education implementation in their 
       classrooms. The Concerns Based Adoption Model, developed 
       by Hall and Hord, was the primary vehicle used to evaluate
       participants' stages of concern regarding implementation 
       of character education. Insights into teachers' stages of 
       concern suggest to supervisors what teachers need to 
       successfully implement character education in their 
       classrooms. This study also sought to determine if 
       relationships exist between elementary school teachers' 
       stages of concern and (1) their perceptions of the value 
       of character education, (2) their training opportunities, 
       (3) their highest degree earned, and (4) their years of 
       teaching experience. Survey methodology was used in this 
       study to gather descriptive data on teachers' responses to
       items related to their stages of concern, perceptions 
       about the value of character education, the training they 
       already received to help them understand and implement 
       character education in their classrooms, and the methods 
       they are using to facilitate character education lessons 
       in their classrooms. For analytic purposes, the survey 
       inquired about teachers' gender, highest degree earned, 
       number of years of teaching experience, the location of 
       the school, and current grade level teaching assignment 
520    A questionnaire, telephone, and personal interviews were 
       used to collect data. The instrument consisted of four, 
       Likert-type, five-point scale questions; two forced-choice
       questions that were answered by placing a check by the 
       appropriate box or boxes, and three opened ended 
       questions. Approximately 120 public elementary school 
       teachers received surveys to complete and 10 teachers were
       interviewed. The respondents were selected from K--6 
       classroom teachers, in one large school district in the 
       Commonwealth of Virginia. The questionnaire was completed 
       and returned by 109 teachers. A significant number of the 
       respondents (34.9%) indicated that they needed training. 
       Some respondents (23.9%) indicated concerns about managing
       time to implement character education. Responsive 
       Classroom and discussions were reported to be the most 
       frequently used methods for implementing character 
       education. The analysis of the relationship between 
       teachers' training and stages of concern indicated that 
       teachers who were not provided training to teach character
       education were between Stage 0 (awareness) and Stage 3 
       (management) of concern. The respondents' responses 
       (60.5%) indicated that they were at Stage 2 or 3 unclear 
       about the demands of character education or focusing on 
       the processes and tasks of implementing it 
520    Logistic regression analysis indicated that both training 
       and value expressed regarding character education were 
       statistically significant predictors of stages of concern.
       Training and value expressed were important factors 
       associated with teachers stages of concern, reflecting 
       where they fall on the continuum starting at minimum 
       regard for character education to actually implementing 
       and managing character education in the classroom. These 
       factors outweigh other considerations such as degree and 
590    School code: 0883 
590    DDC 
650  4 Education, Elementary 
650  4 Education, Curriculum and Instruction 
690    0524 
690    0727 
710 20 George Mason University 
773 0  |tDissertation Abstracts International|g68-05A 
856 40 |u