What Does Character Education Mean to Character Education Experts? A Prototype Analysis of Expert Opinions
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| Title: | What Does Character Education Mean to Character Education Experts? A Prototype Analysis of Expert Opinions |
|---|---|
| Language: | English |
| Authors: | McGrath, Robert E. (ORCID |
| Source: | Journal of Moral Education. 2022 51(2):219-237. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Values Education, Moral Values, Specialists, Teaching Methods, Moral Development, Classification, Item Analysis, Program Development, Researchers, Professional Associations, Group Membership, Authors, Journal Articles, Conferences (Gatherings), Personality Traits, Networks, Reaction Time, Task Analysis |
| DOI: | 10.1080/03057240.2020.1862073 |
| ISSN: | 0305-7240 1465-3877 |
| Abstract: | Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350449 |
| Database: | ERIC |
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| Abstract: | Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified 30 features. In Study 2 (N = 101), experts assessed which features were central to character education through a categorization task. In Study 3 (N = 166), we assessed the extent of centrality using scalar items. We conclude by offering practical advice for the development of future character education studies and programs rooted in what is deemed central to such programs. |
|---|---|
| ISSN: | 0305-7240 1465-3877 |
| DOI: | 10.1080/03057240.2020.1862073 |
