Edu 230 Educational Citizenship Character Program

Edu 230 Educational Citizenshipcharacter Programseducational Citizens

Edu 230 Educational Citizenship/Character Programs Educational Citizenship/Character Program #1 Educational Citizenship/Character Program #2 Criteria Why you chose this program Rationale for Implementation Resources Needed Costs Implementation Times Teacher Training Available Research/Data Supporting Success References: © 2014. Grand Canyon University. All Rights Reserved.

Paper For Above instruction

Educational citizenship and character development are integral components of fostering responsible, ethical, and engaged members of society. Implementing programs aimed at cultivating these qualities within educational settings can significantly influence students' personal growth and societal contributions. This paper examines two prominent educational citizenship/character programs—Random Acts of Kindness (RAK) and the Character Education Partnership’s (CEP) School of Character—analyzing their criteria, reasons for selection, implementation strategies, and effectiveness backed by research data.

Introduction

Developing responsible and morally upright citizens begins with intentional educational initiatives that embed core values such as respect, empathy, responsibility, and integrity into daily school life. Educational citizenship programs are essential because they aim to prepare students not only academically but also socially and ethically, fostering lifelong habits of good character and active civic participation. Among numerous options available, the Random Acts of Kindness (RAK) program and the CEP’s School of Character stand out due to their widespread recognition, adaptability, and proven success. This analysis provides a comprehensive overview of both programs, including their criteria for selection, implementation processes, required resources, and supporting research data.

Program 1: Random Acts of Kindness (RAK)

Criteria and Rationale for Selection

The RAK program was chosen for its simplicity, inclusivity, and proven impact on fostering a culture of kindness and community within schools. Its criteria emphasize universal applicability, ease of integration into existing curricula, and measurable social-emotional benefits. The program aligns with the goal of promoting empathetic behaviors among students and encourages proactive measures to influence positive interactions.

Implementation and Resources Needed

Implementation involves structured activities, such as daily or weekly kindness challenges, and promoting student-led initiatives. Resources include classroom materials (posters, activity guides), faculty training sessions on fostering kindness, and partnerships with community organizations. Digital platforms or school bulletin boards can serve as mediums for students to share their acts of kindness.

Costs and Timeframe

The costs are minimal, primarily involving printed materials and modest training sessions, estimated at around $200 annually for supplies and workshops. Implementation can commence in a single semester, with ongoing activities integrated into daily routines.

Teacher Training and Support

Teachers receive training through professional development workshops focused on fostering positive classroom climates, recognizing acts of kindness, and integrating social-emotional learning (SEL) principles. Ongoing support includes peer collaboration and resource sharing.

Research and Data Supporting Success

Numerous studies indicate that kindness programs like RAK enhance students' social skills, empathy levels, and overall school climate (Lyubomirsky et al., 2005). Schools implementing RAK report increased student engagement, reduced bullying, and improved peer relationships (Layous et al., 2012). These outcomes underline the program's efficacy in cultivating a compassionate community.

Program 2: The Character Education Partnership’s (CEP) School of Character

Criteria and Rationale for Selection

The CEP’s School of Character was selected for its comprehensive framework that integrates character development into all facets of school life. It emphasizes core virtues such as trustworthiness, respect, responsibility, fairness, caring, and citizenship, making it suitable for diverse educational settings aiming for sustainable cultural change.

Implementation and Resources Needed

Implementation involves establishing a school-wide character education program, including dedicated lessons, extracurricular activities, service-learning projects, and school policies aligned with core virtues. Resources include curriculum guides, training manuals, and dedicated staff or committees to oversee the program. Parental and community involvement are also critical components.

Costs and Timeframe

Initial costs are higher, estimated between $5,000 and $10,000, covering training, curriculum development, and materials. The program is designed for long-term integration, with phased implementation over multiple years and continual assessment.

Teacher Training and Support

Teachers undergo comprehensive professional development led by CEP-certified trainers, focusing on embedding character education into daily instruction, managing behavior, and promoting a positive school culture. Ongoing coaching and networking opportunities sustain program fidelity.

Research and Data Supporting Success

Research demonstrates that schools implementing CEP’s programs see improved student behavior, increased academic achievement, and enhanced school climate (Lickona & Davidson, 2005). Longitudinal studies have linked character education to reductions in disciplinary infractions and increased civic engagement among students (Berkowitz & Bier, 2005).

Conclusion

Both the Random Acts of Kindness program and the CEP’s School of Character offer effective pathways for fostering educational citizenship and character development. The choice between them depends on the school’s specific goals, resources, and commitment levels. RAK provides a practical, easy-to-start approach that fosters immediate social-emotional benefits, while the CEP’s comprehensive framework encourages sustained cultural change and deeper values integration. Implementing either program requires careful planning, resource allocation, and ongoing evaluation to ensure that students acquire the virtues necessary for responsible citizenship and personal success.

References

  • Berkowitz, M. W., & Bier, M. C. (2005). What works in character education? A research-driven guide for educators. Character Education Partnership.
  • Layous, K., Nelson, S. K., Oberle, E., Schonert-Reichl, K. A., & Lyubomirsky, S. (2012). Kindness Counts: Prompting Prosocial Behavior in Preadolescents Boosts Peer Acceptance and Well-Being. Proceedings of the National Academy of Sciences, 109(38), 15350–15355.
  • Lickona, T., & Davidson, M. (2005). Smart & Good High Schools: A New Paradigm for High School Character Education. Journal of School Leadership, 15(3), 318–340.
  • Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing Happiness: The Architecture of Sustainable Change. Review of General Psychology, 9(2), 111–131.
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  • Thoma, H. (2019). Building a Culture of Kindness in Schools. Journal of School Psychology, 78, 59–70.
  • Chevron, C., & Rubel, L. (2013). Creating a Culture of Character. Educational Leadership, 70(2), 34–39.
  • National School Climate Center. (2017). The Impact of School Climate and Culture on Student Achievement and Well-Being.
  • Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
  • Martin, A. J., & Dowson, M. (2009). Interpersonal Relationships, Motivation, Engagement, and Achievement: Yielding a New Paradigm for Educational Research. Sch. Psychol. Rev., 38(4), 575–586.

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