Moral education in the classroom: A comparative analysis

Abstract

The purpose of this study was to extend the research of Matousek (1996). In his study he identified fourteen character traits, that public school teachers felt should be taught in public schools. This study was designed to look at how fifth grade teachers who teach social studies describe character education and how character education is enacted in their social studies classes. The second part of this design involved a comparison of two teachers in their social studies classes at two different schools. To accomplish the purpose of this study the following methodology was used: eight teachers were interviewed, four were selected for an initial observation, a second interview of these four teachers was conducted, two teachers were selected for in-depth observations and a final interview; data were collected using interviews and observations. The findings on how the teachers in this sample describe moral/character education are grouped into six categories. Those categories are: inculcation, values analysis, praise and rewards, the use of literature, teacher being an example, and community. Observations in the two fifth grade social studies classes produced findings on how character education is enacted in the classroom. In the final chapter I put forth some questions to ponder. This was done to stimulate further thinking and research in the field of moral/character education.