New Zealand Foundation New Zealand Foundation for Character Education for Character Education

SymposiumSymposium2 November 20072 November 2007

WellingtonWellington

Dr Gael McDonaldDr Gael McDonald

Professor of Business Ethics Professor of Business Ethics

Vice-President, ResearchVice-President, Research

Unitec New ZealandUnitec New Zealand

Connecting Character to Connecting Character to ConductConduct

Teaching Values in the New Teaching Values in the New CurriculumCurriculum

““It’s hard to teach children It’s hard to teach children who are hanging off the who are hanging off the

lights and have no respect for lights and have no respect for teachers or concern for teachers or concern for

anyone else. Before we begin anyone else. Before we begin to educate kids, we have first to educate kids, we have first

to instil some basic values to instil some basic values and bottom-line behaviour.” and bottom-line behaviour.”

• (Heenan, 2002)(Heenan, 2002)

A Longitudinal AnalysisA Longitudinal Analysis

•A questionnaire was designed in A questionnaire was designed in 2004 to capture the effects of 2004 to capture the effects of implementing character implementing character education in New Zealand education in New Zealand schools. schools.

•A similar questionnaire was sent A similar questionnaire was sent out in 2007 as a follow-up studyout in 2007 as a follow-up study

Research QuestionsResearch Questions

• Is there any relationship between the size Is there any relationship between the size of schools, decile classification and the of schools, decile classification and the adoption of character education?adoption of character education?

• What dimensions and activities constitute What dimensions and activities constitute character education? character education?

• Who are the primary motivators for Who are the primary motivators for instigation and continuation of character instigation and continuation of character education, i.e., parents, boards of education, i.e., parents, boards of trustees, staff members, principals?trustees, staff members, principals?

• What are the perceived outcomes of a What are the perceived outcomes of a Character Education programme in Character Education programme in respect to such factors as, for example: respect to such factors as, for example: relationships, student behaviour, relationships, student behaviour, discipline, vandalism, attendance, discipline, vandalism, attendance, enrolments, staffing, ERO Reports?enrolments, staffing, ERO Reports?

Research QuestionsResearch Questions

• Focusing on student behaviour, are Focusing on student behaviour, are there any perceived changes in there any perceived changes in playground behaviour and overall playground behaviour and overall behaviour?behaviour?

• Focusing on staff, are there any Focusing on staff, are there any perceived changes in staffing stability, perceived changes in staffing stability, turnover, morale and retention of good turnover, morale and retention of good teachers?teachers?

• What has been the impact of Character What has been the impact of Character Education on the school, i.e., Education on the school, i.e., management of the school, and management of the school, and effectiveness of teaching and learning?effectiveness of teaching and learning?

MethodologyMethodology

• 15 of the institutions that 15 of the institutions that

participated in the initial study also participated in the initial study also participated in the follow-up study. participated in the follow-up study.

• The survey was not anonymous, i.e., The survey was not anonymous, i.e., schools that did not respond were schools that did not respond were able to be identified. able to be identified.

• The data was comprised of both The data was comprised of both quantitative and qualitative quantitative and qualitative components.components.

Response RatesResponse Rates

Follow-up Analysis (2007)29/ 34 = 85%

Independent3%

Initial Analysis (2004)26/ 31 = 84%

Independent0%

Other8%

Primary86%

Secondary7%

Other3%

Primary88%

Secondary4%

Response Rate Breakdown

Follow-up Analysis (2007)29/ 34 = 85%

Independent3%

Initial Analysis (2004)26/ 31 = 84%

Independent0%

Other8%

Primary86%

Secondary7%

Other3%

Primary88%

Secondary4%

Response Rate Breakdown

Demographics

 Initial Study

2004Follow up Study

N 31 34

n 26 29

Response Rate 84% 85%

Average Number of Students (Roll) 277.85 244.45

Average Number of Teaching Staff (FTTE)

Student:Staff ratio13.11 13.08

Average Ministry of Education Decile

Classification 5.88 5.28

DemographicsDemographics

• There were no significant differences in the There were no significant differences in the demographics of the respondents between demographics of the respondents between the two study periods.the two study periods.

• The majority of institutions implementing The majority of institutions implementing character education in New Zealand are character education in New Zealand are primary schools.primary schools.

• The average number of teaching staff for The average number of teaching staff for schools in the study was slightly lower in schools in the study was slightly lower in 2007 (13.08) than in the 2004 study 2007 (13.08) than in the 2004 study (13.11).(13.11).

• However, the average number of students However, the average number of students was slightly lower in 2007 (244.45) than in was slightly lower in 2007 (244.45) than in 2004 (277.85).2004 (277.85).

Ministry of Education Decile Classification

0

1

2

3

4

5

6

7

1 2 3 4 5 6 7 8 9 10Decile Classification

Fre

qu

ency

Initial Analysis

Follow Up Analysis

Decile RatingDecile Rating

• There is no evidence of a difference in There is no evidence of a difference in the decile ratings between 2004 and the decile ratings between 2004 and 2007.2007.

• With a good spread of decile rates, With a good spread of decile rates, and an average decile rating in both and an average decile rating in both study periods of 5, the decile rating of study periods of 5, the decile rating of a school does not appear to influence a school does not appear to influence adoption of character education.adoption of character education.

Duration of Implementation Duration of Implementation of Character Educationof Character Education

Duration of Character Education Implementation

0

1

2

3

4

5

6

7

8

< 1 year 1 - 2 years 2 - 3 years 3 - 4 years 4 - 5 years > 5 years

Duration

Fre

qu

en

cy

Initial Analysis

Follow Up Analysis

What Dimensions and What Dimensions and Activities Constitute Activities Constitute

Character Education?Character Education?

The Key Approaches to The Key Approaches to Character Education Remain Character Education Remain

As:As:• Definitions of Core Values being Definitions of Core Values being

provided and taughtprovided and taught

• Having a focus of one Core Value per Having a focus of one Core Value per termterm

• Core Values are featured in the Core Values are featured in the school assemblyschool assembly

• Staff being supported by appropriate Staff being supported by appropriate resources and trainingresources and training

• The Core Values being taught are The Core Values being taught are also communicated to parentsalso communicated to parents

In comparison to the study in 2004, there In comparison to the study in 2004, there is, however, a decline in 2007 in the is, however, a decline in 2007 in the following approaches to character following approaches to character education:education:

• Character education having the support of Character education having the support of parentsparents

• Hard data on incidents of unacceptable Hard data on incidents of unacceptable behaviour being recordedbehaviour being recorded

• An interesting trend is the increased An interesting trend is the increased emphasis on the use of the emphasis on the use of the disciplinary process to support core disciplinary process to support core values. values.

• The lowest emphasis (in both the The lowest emphasis (in both the initial and follow-up analyses) is initial and follow-up analyses) is placed on “A Board of Trustees policy placed on “A Board of Trustees policy supports character education”.supports character education”.

Instigators of Character Instigators of Character EducationEducation

Motivators for Character Motivators for Character EducationEducation

•The instigation and continuation The instigation and continuation of character education is still of character education is still primarily by the principal of the primarily by the principal of the school (81-86%) school (81-86%)

•Followed by staff members (14-Followed by staff members (14-31%) 31%)

Impact of Character Impact of Character EducationEducation

Relationships and Student Relationships and Student BehaviourBehaviour

• Relationships between staff and students Relationships between staff and students and between students were perceived to and between students were perceived to have seen a positive improvement as an have seen a positive improvement as an effect of character education. effect of character education.

• But not necessarily between the But not necessarily between the principal and staff, and the school and principal and staff, and the school and the parents.the parents.

• Positive effects were noted in both Positive effects were noted in both studies in overall student behaviour and studies in overall student behaviour and playground behaviour. playground behaviour.

With respect to relationships, With respect to relationships, eevidence of improvements in vidence of improvements in relationships was demonstrated by relationships was demonstrated by more:more:

• Mutual respect and understandingMutual respect and understanding

• Honest and open communicationHonest and open communication

• Trust and positivityTrust and positivity

• Clearer expectationsClearer expectations

• Awareness of othersAwareness of others

• Parents’ willingness to support the Parents’ willingness to support the values being taughtvalues being taught

Playground and student behaviour Playground and student behaviour indicates improvement through:indicates improvement through:

• Fewer incidents (both verbal and Fewer incidents (both verbal and physical)physical)

• Fewer suspensions/expulsionsFewer suspensions/expulsions

• School culture is more developedSchool culture is more developed

• Identifying both positive and negative Identifying both positive and negative aspects of behaviour, and relating them aspects of behaviour, and relating them to the cornerstone valuesto the cornerstone values

• Increased interaction and communication Increased interaction and communication between students, parents, and the between students, parents, and the schoolschool

DisciplineDiscipline

The use of cornerstone values was seen to The use of cornerstone values was seen to have a positive improvement on discipline have a positive improvement on discipline particularly in regard to discipline within the particularly in regard to discipline within the school and on stand-downs.school and on stand-downs.

How? How? • Cornerstone values were seen to provide a Cornerstone values were seen to provide a

clear definition of goals, expectations and clear definition of goals, expectations and behaviour, hence there is more structure and behaviour, hence there is more structure and consistency in dealing with any situations that consistency in dealing with any situations that arise. arise.

• By making students take responsibility for By making students take responsibility for their actions, and relating the consequences of their actions, and relating the consequences of those actions back to the values principles.those actions back to the values principles.

VandalismVandalism

• A majority of schools noticed that A majority of schools noticed that having cornerstone values has having cornerstone values has resulted in a decline in vandalism by resulted in a decline in vandalism by 60–75 percent.60–75 percent.

• The biggest changes have been in The biggest changes have been in terms of there being less graffiti, less terms of there being less graffiti, less destruction of property, and students destruction of property, and students being more aware and having a being more aware and having a greater respect for property.greater respect for property.

Student AttendanceStudent Attendance

• In regard to student attendance in In regard to student attendance in both studies, no notable improvement both studies, no notable improvement was observed.was observed.

• However, However, there was agreement in there was agreement in both study periods that cornerstone both study periods that cornerstone values had a positive effect on the values had a positive effect on the school being perceived as a caring school being perceived as a caring community.community.

Impact on StaffImpact on Staff

Character education was seen to yield no Character education was seen to yield no improvements on: staff turnover, improvements on: staff turnover, retaining good staff or impact on staff retaining good staff or impact on staff stability. stability.

There is, however, a positive effect on There is, however, a positive effect on staff morale. staff morale.

Character education improves staff Character education improves staff morale by creating a sense of structure morale by creating a sense of structure which allows for a positive environment which allows for a positive environment and where the focus for a teacher is on and where the focus for a teacher is on teaching and learning, as opposed to teaching and learning, as opposed to behavioural issues.behavioural issues.

Enrolments and ERO Enrolments and ERO ReportsReports

• In both studies no notable improvement In both studies no notable improvement had been observed in enrolments.had been observed in enrolments.

• However, positive comments in ERO However, positive comments in ERO reports directly attributed to the character reports directly attributed to the character education program have been made. education program have been made.

“… “… strong parental and community support. Calm and friendly strong parental and community support. Calm and friendly atmosphere where staff and students work together”atmosphere where staff and students work together”

“… “… staff spend minimal time on behaviour issues and more on staff spend minimal time on behaviour issues and more on teaching”teaching”

““Positive, respectful relationships between teachers and Positive, respectful relationships between teachers and students, and amongst students themselves, are a feature students, and amongst students themselves, are a feature of the school’s learning culture …”of the school’s learning culture …”

““The school’s values programme is a significant contributor to The school’s values programme is a significant contributor to the safe emotional environment for students …”the safe emotional environment for students …”

“… “… reflecting the values is a key part of everyday school life”reflecting the values is a key part of everyday school life”

Use of Specialist ServicesUse of Specialist Services

• The general consensus is that the The general consensus is that the integration of cornerstone values has integration of cornerstone values has resulted in a decline in the need for resulted in a decline in the need for specialist services.specialist services.

• The focus is now primarily on The focus is now primarily on students’ learning rather than students’ learning rather than behaviour management.behaviour management.

““How would you rate the How would you rate the impact of character impact of character education on the school?”education on the school?” • For the study conducted in 2007 48% of the For the study conducted in 2007 48% of the

schools have seen a ‘significant’ effect with schools have seen a ‘significant’ effect with the implementation of character education.the implementation of character education.

• The general opinion in the 2004 study was The general opinion in the 2004 study was that character education had a ‘highly that character education had a ‘highly significant’ effect on the schools. significant’ effect on the schools.

• Schools have identified that the presence of Schools have identified that the presence of character education in the curriculum has character education in the curriculum has improved relationships between staff and improved relationships between staff and students, and as a result of this, the overall students, and as a result of this, the overall school culture can now be focused on school culture can now be focused on learning rather than on behavioural issues.learning rather than on behavioural issues.

Management of the SchoolManagement of the School

““Do you consider that the management of the Do you consider that the management of the school has become easier since the school has become easier since the

implementation of character education?”implementation of character education?”

• In 2007, 75% of the schools (compared to In 2007, 75% of the schools (compared to ~50% in 2004) consider that the ~50% in 2004) consider that the implementation of character education has implementation of character education has shown a ‘significant – quite significant’ effect shown a ‘significant – quite significant’ effect in the easier management of the school.in the easier management of the school.

• The general comment is that there is more co-The general comment is that there is more co-operation between staff and students, and operation between staff and students, and that the whole school works as one team.that the whole school works as one team.

Improvement in Improvement in Effectiveness of TeachingEffectiveness of Teaching

““Do you consider there has been an improvement Do you consider there has been an improvement in the effectiveness of teaching and learning since in the effectiveness of teaching and learning since

the implementation of character education?” the implementation of character education?”

• Approximately 50% of the schools noticed a Approximately 50% of the schools noticed a ‘significant’ improvement in teaching ‘significant’ improvement in teaching effectiveness since the implementation of effectiveness since the implementation of character education.character education.

• The consensus is that better behaviour allows for The consensus is that better behaviour allows for more focussed teaching, and that students appear more focussed teaching, and that students appear to show more responsibility to learn and to to show more responsibility to learn and to incorporate the cornerstone values into most incorporate the cornerstone values into most aspects of planning and learning.aspects of planning and learning.

Parental/Caregiver Parental/Caregiver Response to Character Response to Character EducationEducation

“ “Do you consider that parents and or Do you consider that parents and or caregivers have been supportive of the caregivers have been supportive of the implementation of character education?”implementation of character education?”

• In 2007 this additional question was included in In 2007 this additional question was included in order to capture parental responses. order to capture parental responses.

• The comments suggest that parents/caregivers The comments suggest that parents/caregivers intrinsically believe in values and are very intrinsically believe in values and are very supportive of the programme.supportive of the programme.

Summary of FindingsSummary of Findings

• The majority of institutions The majority of institutions implementing character education are implementing character education are primary schools.primary schools.

• The average number of teaching staff The average number of teaching staff for schools with character education is for schools with character education is 13, and the average number of students 13, and the average number of students was 245 (in 2007) and 278 (in 2004).was 245 (in 2007) and 278 (in 2004).

• The decile classification The decile classification rating of a rating of a school does not appear to influence or school does not appear to influence or be an impediment to be an impediment to adoption of adoption of character education.character education.

• There are now a number of schools who There are now a number of schools who have had the presence of character have had the presence of character education for more than 4 years.education for more than 4 years.

• There is a variety of dimensions that There is a variety of dimensions that constitute Character Education, constitute Character Education, primarily: defining core values; primarily: defining core values; focusing on one value per term; class focusing on one value per term; class displays; values featured in displays; values featured in assembly, supporting staff with assembly, supporting staff with resources; values communicated to resources; values communicated to parents; recording behavioural parents; recording behavioural incidents; and the disciplinary incidents; and the disciplinary process supporting core values.process supporting core values.

• The primary instigator of Character The primary instigator of Character Education is, predictably, the Education is, predictably, the principal. principal.

Character Education has a notably Character Education has a notably positive effect on:positive effect on:

• Relationships between staff and Relationships between staff and students and between studentsstudents and between students

• Student behaviour and playground Student behaviour and playground behaviourbehaviour

• Discipline within the school and on Discipline within the school and on stand downsstand downs

• Incidence of vandalismIncidence of vandalism

Character Education has a notably Character Education has a notably positive effect on (continued):positive effect on (continued):

• School being perceived as a caring School being perceived as a caring communitycommunity

• Staff moraleStaff morale

• ERO reports ERO reports

• Need for specialist services Need for specialist services

• Easier management of the schoolEasier management of the school

• Teaching effectiveness Teaching effectiveness

Character Education appears to have Character Education appears to have little effect on:little effect on:

• The relationship between the principal The relationship between the principal and staff and the school and parentsand staff and the school and parents

• Student attendance Student attendance

• Staff turnover, retaining good staff or Staff turnover, retaining good staff or impact on staff stability. impact on staff stability.

• Enrolments,Enrolments, suspensions and suspensions and expulsions, student attendance, and expulsions, student attendance, and the use of support behaviour the use of support behaviour management.management.

• To conclude comparatively, the To conclude comparatively, the presence of character education has presence of character education has enhanced many overall qualities enhanced many overall qualities within the schools.within the schools.

• In doing so, the school culture can In doing so, the school culture can

now better focus on learning rather now better focus on learning rather than on behavioural issues ... they than on behavioural issues ... they aren’t hanging off the lights! aren’t hanging off the lights!

THANK YOUTHANK YOU