Table 1 - uploaded by Marvin W. Berkowitz
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Research supported character education implementation strategies.
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Values education (alternatively, moral education, character education) is the attempt, within schools, to craft pedagogies and supportive structures to foster the development of positive, ethical, pro-social inclinations and competencies in youth, including around strengthening their academic focus and achievement. Recent research has uncovered evi...
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Context 1
... a forthcoming review of the research, Berkowitz (in press), a set of 15 categories of educational practice is identified as having a research base that supports their effectiveness in fostering the development of character. A slight variation on this list of practices is presented in this article (see Table 1). These 15 categories of educational strategies comprise an eclectic mix of specific pedagogical methods (e.g., moral dilemma discussions), specific parenting strategies that can be applied in schools (e.g., induction), broader categories of classroom and school practices (e.g., service to others), and other educational processes that support character education (e.g., professional development). ...
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Citations
... Pavlova (2009) has already emphasized the role of values for decision-making, value judgments, and evaluation in design as a complex intellectual activity (see also (Rauterberg 2017)). Although Berkowitz (2011) describes value awareness in education, he concentrates mainly on character development, while we are interested in the change process of value awareness of individual design students. Meynhardt and Fr€ ohlich (2019) focus on value awareness and define this as a cognitive competence that helps recognize how and for whom value is genuinely created (Meynhardt and Fr€ ohlich 2019). ...
... Educational values are an interesting and current topic that can always be used as a reference so that educational values can be applied in shaping behavior today (Berkowitz, 2011). According to Driyarkara, the importance of educational values is "humanization," or the humanization process, the process of forming a human profile figure with a very human mentality who has a healthy, normal physical appearance and reasonable behavior. ...
This study discusses the Mepopoidulu tradition implemented by the Bada tribe, Poso Regency, in Indonesia. The aim of this study is to reveal the cultural values contained in the Meppoidulu tradition in the Bada tribe. This study used a qualitative method with an ethnography approach. The data was gathered through field observation, in-depth interviews with local communities, and written document analysis. The data, then, was analyzed using data reduction techniques, data presentation, and data verification, and ended with checking validity and drawing conclusions. The results of this study show that the implementation of the Mepopoidulu tradition consists of five main elements: Pousuana Katuwon'na Tauna, and the womb salvation ceremony during a mother's first pregnancy. Second, Pompetimbali Poadakana Tauna. Namely, manners are polite habits agreed upon in the social environment between people when they are adults in the stages leading to marriage. Third, poparewa, which implies ownership, means that humans will always live and strive and will own and have property rights. The fourth is Maroro'u, which means the implementation of expressions of gratitude to the almighty creator God for the agricultural harvests of the Bada community. The fifth is Mpegiwuw, which sanctions or punishes those who violate the traditional rules/customs of the Bada tribe. The educational values contained in the mepopoidulu tradition include the Value of religious education, an awareness deeply manifested in the depths of the human heart as human nature. Then, the Value of social education is a collection of attitudes and feelings manifested through behavior that influences the behavior of a person with values. Furthermore, the Value of moral education is a way of life that differentiates humans from other creatures. Cultural education is a value that has been embedded and agreed upon by the Bada tribe in the form of habits, behavior, and responses to a situation after or before it occurs. Finally, the Value of character education, which is an effort designed and implemented systematically to help understand human behavior, including the Value of caring, the ability to be sensitive to the needs of other people, and the ability to feel the feelings of different people and put oneself in other people's situations (empathy).
... JEELS, 11(1), 51-79. . 53 provide positive outcomes on students' moral development (Berkowitz, 2011). In several countries, the implementation of moral values in school can be found in such subjects as religious education in Finland and Ireland (Rissanen & Sai, 2018) and Russia (Blinkova & Vermeer, 2019), citizenship education in Malaysia (Tan et al., 2018), and moral education in Japan (Bamkin, 2018), North Korea (Jang, 2022) and Hong Kong (Feng, 2019). ...
... This perspective underlines the need to consider diverse cultural norms and values in understanding the psychology of morality. Additionally, from an educational view, moral values are seen as principles instilled through teaching and learning processes, contributing to the ethical development of students (Berkowitz, 2011). It is important to define the word moral values to comprehend the concept of the term. ...
In the last ten years, studies of the representation of moral values in English textbooks have been growing. However, little empirical evidence reveals the use of speech acts to represent moral values through utterances. This study aims to investigate the representation of moral values depicted through utterances in English textbooks for elementary school grades 2 and 5 in Indonesia. By adopting a socio-cognitive critical discourse analysis (Van Dijk, 2015) framework integrated with Searle’s (1969) speech acts, this qualitative study elucidates the representation of moral values only in the verbal text. The data were analyzed by applying several steps, including unitizing, sampling, recording/coding, reducing, inferring, and narrating. The findings of this study showed that curiosity, honesty, and friendliness are the most dominant moral values depicted in two English textbooks for elementary schools in Indonesia. Dialogue/conversation, chapter cover, and instruction for students’ activity are the strategies to promote moral values in the textbooks. This study implies that teachers and textbook writers should provide students with more examples of moral values, particularly those related to daily life communication.
... Prosocial stories in general may elicit particular attention to salient story elements. This could be related to familiarity of theme, as attempts to instill behavior such as sharing are common cultural preoccupations of those caring for and educating young children (e.g., Berkowitz, 2011;Callaghan & Corbit, 2018). Alternatively, there may be an effect of valence; taking on a behavior (sharing) may have been easier to conceptualize by children than the inhibition of a behavior (busyness) in our stories. ...
... The balance between emotion and cognition positively impacts students' intellectual modification and character. Character is a psychological aspect which causes individuals to act based on moral values and virtues (Berkowitz, 2011;Kristjánsson, 2015). Therefore, to improve students' learning outcomes, learning needs to be directed at the cognitive and emotional skills and the attitudes which students need in the learning and real-world context (Kranzler et al., 2014;Lotulung et al., 2018). ...
Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area. Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation. Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity. Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose. Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.
... This study corroborates other studies that show that the coherent community building of the school life can positively influence the students' values and behaviours (Rossiter, 2003;Williams et al., 2016). Research also shows that opportunities where persons can be of service to others can foster values' development (Percy & Rogers, 2021;Berkowitz, 2011). The promotion of CST is particularly experienced through the extracurricular activities and programmes, including solidarity, charity, and environmental programmes and activities. ...
The purpose of this case study is to explore how students in an all-boys Maltese Secondary Church school experience the promotion of Catholic Social Thought (CST) within their school, and to what extent this promotion impacts their values and behaviours. This study provides a platform for the voices of the school’s students and educators, which holds significance for the mission and identity of Church schools. An inductive approach to thematic analysis is used to identify the themes and patterns emerging from the research instruments. An interpretivist framework is also used, while a constructivist phenomenological approach using qualitative data is adopted. The sample is made up of 22 students from an all-boys Secondary Church school in Malta, along with a member of the school management team, the school chaplain and a seasoned educator from the same school. Overall, the opinions among the participants were all quite similar, albeit within their own distinctive perspectives and emphasis. The findings show that students experience the promotion of CST in six various ways throughout the school life — formal curriculum; extracurricular activities and school programmes; school environment, policies and practices; teacher and classroom practices and dynamics; nurturance; and role modelling. They also indicate that, while the students’ values and behaviours are being influenced by this promotion, there are also other factors from inside and outside of the school environment that have an impact on the students.
... 11). Making values education more explicit requires incorporating instructional practices that engage students in authentic situations in which they encounter, confront, and work through various moral dilemmas and challenges (Berkowitz, 2011;Burton et al., 2011). To make values education explicit, Berkowitz (2011), Lovat (2019, and others recommend that programs should include pedagogies of engagement, such as service-learning, in which students are given opportunities to apply and practice values. ...
... Making values education more explicit requires incorporating instructional practices that engage students in authentic situations in which they encounter, confront, and work through various moral dilemmas and challenges (Berkowitz, 2011;Burton et al., 2011). To make values education explicit, Berkowitz (2011), Lovat (2019, and others recommend that programs should include pedagogies of engagement, such as service-learning, in which students are given opportunities to apply and practice values. In addition, there is general agreement among researchers that values education programs are most effective when they use the core academic curriculum to deliver the program, build practice on a broader set of theoretical framings, and apply an asset-based (rather than deficit-based) approach (Berkowitz & Bier, 2007;Komalasari & Saripudin, 2018;Lovat et al., 2010b;Zajda, 2018). ...
... A. Furco respectful of others' feelings and perspectives. Giving students opportunities to situate themselves in complex scenarios in which they must practice values in different situations is seen as critical to effectively advancing students' character development (Berkowitz, 2011;Burton et al., 2011). In response, educators are finding ways to incorporate into the curriculum activities that engage students in exercising their knowledge and understanding of various values by having students work through a set of hypothetical moral dilemmas or real-life moral challenges occurring at their school or in the community. ...
... To be a school of character, the school must follow the 11 Principles mentioned above (see Table 2). 5. The school provides students with opportunities to moral action. ...
... (14) Reduction of discipline issues. Different authors (Berkowitz, 2011;Jeynes, 2019) found that the implementation of an educative model based on high morals and values provided improved levels of respect and responsibility, learning environment, and student learning. All of that, created a lower amount of discipline issues in classrooms. ...
... After reviewing the most relevant literature regarding holistic, character, values, and student-centered educational models (Berkowitz, 2011;Grossenbacher and Parkin, 2006;Hare, 2006; Lovat et al., 2011), we found some important findings that are worth considering. These findings may help administrators, teachers, students, and families to create better and prosperous communities where a uniting and integral educational model is established, setting up the foundations for a caring and more humane society. ...
Several papers indicate the benefits of an educational model based on the teaching of values, character strengths, and both academic and non-academic contents. In this paper, we proceed to review the most significant and relevant articles regarding this holistic educational approach which considers the spiritual heart as a fundamental pillar to connect mind, body, and spirit. The concepts of heartful education, values and character strengths are examined, to stress the need of a new and innovative approach in education that considers teaching unity in schools as a method to provide a type of education that intends to cover the whole spectrum of learners' needs. It is claimed in this article the benefits of providing such educational model and it is also suggested the possibility to create a subject named "unity" within the schools' curriculum so that learners are consistently reminded of the countless aspects that they all have in common. This paper shows the conclusions and beneficial repercussions of this holistic and heartful educational approach.
... For example, the PRIMED model is an acronym for six design principles for school improvement (Prioritization, Relationships, Intrinsic motivation, Modeling, Empowerment, and Developmental pedagogy) that integrate 42 character education effective practices for schools identified in studies, reviews, and meta-analyses from the last quarter of a century (Berkowitz, 2011b;M. W. Berkowitz & Bier, In press;Berkowitz et al., 2017). ...
... Additionally, it is not something that will compete with or withdraw resources from academics. Several studies show that schools integrating character education through this redesign approach ultimately achieve better academic results (Berkowitz, 2011b;M. Berkowitz & Bier, 2007). ...
This paper presents two leadership training programs focused on redesigning schools to promote student character development and advocates for their suitability to promote character education in diverse cultural contexts. This is especially relevant for researchers, practitioners, and policy makers who are searching for replicable interventions to promote character development in schools, particularly in those countries where the character education movement has not arrived yet. It begins with the theoretical framework that lays the groundwork for this kind of leadership programs. Second, it describes the PRIMED Institute in Character Education (PICE) and the virtual/video-based Leadership Academy in Character Education (vLACE) programs. Finally, it presents seven arguments in favor of these programs responding to the needs of schools in many different countries.
... In this process, teachers transfer their values to their students consciously or unconsciously (Coombs-Richardson & Tolson, 2005). Research shows that learning about values in schools is mediated through teachers' activities, so teachers' own values play an important role in values education (Berkowitz, 2011;Memiş & Gedik, 2010). Brown (2007) has underlined the effects on academic success and self-respect of teachers' behaviors and attitudes towards students who come from dissimilar groups. ...
The aim of this study is to investigate the representation of values among pre-service music teachers.
The study group consisted of 278 pre-service music teachers studying at state universities in
different regions of Turkey. The study was conducted using an instrument for measuring teachers’ values which
had already been applied in other research. Generally speaking, the most important values for pre-service
music teachers are social values, freedom, career, intellectual and honor of humanity, while the least important
values are spiritual and romantic. It might be concluded that there is a significant difference in the sub-dimensions
honor of humanity, and career values and spirituality in favor of girls and in favor of those aged 27 and
over. Significant differences were found in the sub-dimensions of materialistic values in favor of participants
whose parents have a higher income, and romantic values in favor of participants with parents with a medium
and low- income level. As regards materialistic values, a sub-dimension of the values scale, it was observed that
students with illiterate fathers and students with undergraduate fathers differed significantly. The relationships
between the sub-dimensions of the value scale are statistically significant and positive (p<0.01). Only the relationship
between the romantic values and futuwwat/munificence & courage sub-dimensions decreased at the
(p<0.05) level. In accordance with these findings the paper offers recommendations for improving preservice
teacher education so that teachers can critically asses and reconsider their own values, but also tend to develop
values that are in accordance with contemporary educational standpoints.
