An Analysis of Character Education as

Implemented in the Classical Education Model

Emily Miles

University of Saint Mary

 Chapter One

Education in virtue is the only education, which deserves the name.

Plato

Introduction

Character Education has recently become a topic of interest

across the country as educators grapple with the task of making

students into good people. The struggle to educate the students

character is not a new problem nor should it be viewed in simple

terms. Before introducing the big picture of my research study, I feel it

necessary to include a brief history of character education in America.

History of Character Education:

During our nations infancy, the student was educated primarily

at home by the parents, close family or a tutor. Students who attended

school outside of the home had two options: they could attend a

denominational school or a common/free school. Both schools used the

Bible as the main instructional text and both schools believed that the

main purpose of education was to train a persons mind and heart.

Leading up to the Civil War, common schools transitioned into

public schools, which are similar to the public education that we have

today. In fact, according to Thomas Jefferson, the goal of public

education is to educate the next generation in order to maintain a

functioning democracy (Davis, 2005). Derrick Davis, professor at

Baylor University, adds that, Jefferson and others did not conceive of
the publics as a replacement for sectarian schools, but as a means to

provide a free education for all citizens (Davis, 2005). As a

predominantly Christian culture, it would was seen as perfectly

acceptable for public institutions like schools to have Biblical truths

taught to their students.

At the dawn of the 19th century, the nations moral fabric along

with its cultural fabric began to pluralize. What once was a Protestant

culture, now needed to make room for Catholics, Baptists, and Jews. In

the schools, various instances occurred because of disagreements on

the type of religious instruction given. In order to by pass the conflict

on how to educate children from different denominations, William

McGuffey created the well-known McGuffey Readers. This well-known

set of basal readers were used to teacher children about honesty,

respect, and other valuable traits while simultaneously teaching them

the other core subjects (Lickona, 1993).

During the 20th century, many traditional American views and

believes began to fade away, among the affect areas was character

education. Russell Sojourner identifies the cause of deteriorating

confidence in character education to the, influx of students with

different ethnic backgrounds, resistance to authority and the perceived

indoctrination of character, and the growth of urban areas and societal

mobility. (Sojourner, 2011). And to make problems worse, the schools

decided it was best to remove character education programs for fear

that they would violate the 1st amendment.

By the 1960s and 1970s the culture was again experiencing

radical change. With many still healing from the moral dilemmas of

WWII and Vietnam and Civil Rights on the horizon, many people where

asking the same question, How do we instill values into our young

people? In a study titled Character and Citizenship Education, Althof

and Berkowitz comment that moral education, values clarification, and

Cognitive Moral Development were suggested as ways to improve the

character of the nation. In their study, Althof et al.., found that the

methods mentioned above were based on finds of Piaget and ideals of

Aristotle and Plate. These methods also focused on learned behaviors

with specific attention given to habits and how they impact the

decision a child makes (Althof, Berkowitz, 2006).

In the later half of the 20th century and the beginning of the 21st

century, studies have started to come out that focus on the results of

specific behavior strategies as seen in the classroom (Berkowitz, Bier,

2005). In the broader sense, the Character Education Partnership has

made an effort to provide specific teaching strategies and other

resources to assist the nations schools in building the childs character.

Such resources include the Eleven Principles Sourcebook (Beland,

Davidson, 2003), which describes the pedagogy associated with

character education but does little in the ways of practical suggestions

and advice.

Current State of Character in America:

Unfortunately, there is still a massive character crisis in America.

Although many books, articles, seminars, and organizations have

devoted much time to proposing solutions to the crisis; the epidemic

continues to spread. In my lifetime of 26 years, I have witnessed a

rapid decline in the family structure, increase in crime especially

among young people, increasing influence of media and technology,

and a decrease in common sense. It is not hard to see that our schools

are failing to engrave virtue into their charges. In fact, we have, as

Theodore Roosevelt once said, [Educated] a menace to society.

What can be done to reverse the trend and once again have a just and

virtuous society?

Proposed Solution:

I propose that we direct our attention to a form of education that

has been functioning since the days of Plato and Aristotle. It has

shaped the minds of many scholars including the founding fathers of

the United States of America. We even see it in Jewish and early

Christian writings. To educate the whole child, I suggest that we look at

the classical education model, which engraves critical virtues into

students, and most of those students grow into mature, capable, and

well informed adults. In my research study, I have chosen to study at

Whitefield Academy, a classical Christian school in Kansas City

Missouri. While conducting research at Whitefield, I will be striving to

answer the following question:

Does a classical education effectively shape the character of the child

at an age appropriate level?

Assumption:

It must be noted that I do not hold a formal connection with the

students, parents, and teachers at Whitefield Academy. Moreover, I

must acknowledge that I have an assumption that the character

education at this school will be effective in reaching all of the students.

Conclusion:

Our society needs to rethink how we are raising our children. As

a young adult, and future parent, I am shocked at the way common

sense has disappeared and lawlessness has risen in its place. That is

why I am very interested in researching classical education and the

institution of Whitefield Academy. As mentioned earlier, I assume that

classical education will incorporate many tools that will produce

students who will be virtuous and intelligent. I realize that no student is

perfect, and that each graduate will have a different set of strengths

and limitations. Regardless of my assumptions, I am eager to continue

this study because I hope to highlight the strengths of classical schools

like Whitefield Academy and present my findings to their staff at the

end of the research project.

 Definition of Terms:

Classical Education: a form of education that focuses on teaching

students how to learn. Within the classical curriculum, students read

classical literature, learn and mastering Latin, and progress through

the stages of the Trivium.

Trivium- Element of the classical education in which the student

learns how to fully understand a topic (grammar stage) question

known facts (logic stage) and synthesize multiple sources of

information to solve problems with wisdom (rhetoric stage).

Character Education: to teach a child what is right and what is

wrong. Virtues such as honesty, hard work, kindness, generosity,

courage, patience, and self denial may be included in a character

education program. Literary works like fables and other classic tales

may be used to model positive and negative choices.

Great Books (classical literature): Books of western literature that

describes the trials, joys, and ponderings of man dating back to Homer,

and Aristotle. These books are challenging to read, but serve to teach

readers about human nature and to teach moral and ideological

lessons.

Whole Child Education: An idea that the whole child (mind, and

spirit) are trained and refined. In the early years of the United States, it

was common thought that they whole child must be trained in order to

function as a productive citizen in the republic.

Chapter Two

Literature Review

Educating the mind without educating the heart is no education at all

Aristotle
Introduction

The purpose of this research study is to present an overview of the discipline

procedures at Whitefield Academy and how this program prepares students for post

secondary academic experience or life in the work force. The research question is:

How does Whitefield Academy effectively educate the character of

each child within the context of the classical Christian model?

The purpose of this literature review is to present a brief description of two

alternatives to character education, to describe the role of parents and teachers in the

moral development of a child, and to discuss literature as a tool used to develop moral

literacy in children. This review will also provide a very brief overview of classical

education based on the ideas on the works of Susan Wise Bauer, Dorothy Sayers, and

Dough Wilson.

Values Clarification

During the turbulent decades of the 1960s and 1970s came forth the concept of

Values Clarification. Largely due to the effort to restore values and consistency to the

youth of that day, Louis Rath published a well-known book titled, Values and Teaching,

which was used to challenge the hands off stance that the schools had adopted in response

to growing concern over violation of the separation of church and state (Davis, 2006).

Stephen Ellenwood (2006), in the Journal of Education Article Revisiting

Character Education makes a claim that the Values Clarification movement started by

Simon, Raths, Howard, and many others was a large step forward in the effort to revive

the effort to revive the long lost moral element of education (p. 24). Ellenwood further

explains that the three-stage process was meant to prepare students to act in a responsible
way regardless of the situation they face. In context, a teacher acts as the facilitator when

the class discusses hypothetical situations and problems. Students are given ample time to

reflect on outcomes and then, with little to no feedback from the teacher, decide on a

course of action.

In stage two, Ellenwood writes that, Students are supposed to cherish and

publicly announce their conclusions.(Ellenwood, 2006). Students are not given any

boundaries for their responses. No standard for right and wrong is set and the morals are

just ideas that the students discover on their own. In the final stage, the students must

come up with a plan to carry out their decision keeping in mind how their actions will

affect their community. Simon (1972) even suggests that this plan be used as part of the

students mode of operation that wont be based on independent morals but on shared

values.

In criticizing Values Clarification method, many educators and concerned

stakeholders have said that this method of moral education does not lay the groundwork

in establishing what is right or wrong. In his 2006 article, Return of Character

Education, Thomas Lickona concludes that, Values Clarification says [to the teacher],

dont impose values; help students choose their values freely. In essence the Values

Clarification ideology fails to provide a foundation through which the students could

build in becoming morally and academically literate adults.

Cognitive Developmentalism

At about the same time that the Values Clarification method was taking hold,

psychologist Lawrence Kohlberg introduced his idea of Cognitive Moral Development to

willing educators across the country. In explaining the psychology behind Kohlbergs
curriculum Stephan Ellenwood (2006), states that, [Kohlberg] elaborated on the

Piagetian scheme but held fast to the concept of stage sequences. He also predicated his

reform on the analytic process necessary for students to resolve moral dilemmas.

Kohlberg believed, strongly, that morals and justice were free of the influence of culture,

individual choice, family, and faith background. However, according to Kohlberg,

reasoning skills played a large role in the moral development of a child. At each of the six

stages of Kohlbergs theory, there is a new development of thinking which was not

available at an earlier age. According to William Kilpatrick, author of Why Johnny Cant

Tell Right From Wrong, Kohlberg wasnt saying that the smarter you are, the better you

are- but he was skating close to that conclusion. (Kilpartick, 1994). The theory of

Cognitive Moral Developmentalism was used to liberate students from a culture that

transmitted its values in traditional means and allowed the students to no longer be held

to any formal authority like family, culture, history, or even literature. Thomas Lickona

(2006), added by freeing students from supposed oppressive ideologies will produce

freethinking individuals. Why then, have generations of children turned into adults who

are morally confused?

Parents and Teachers as role models

To begin this section, I would like to take a detour to emphasize that teaching

through role modeling is not a new educational phenomenon. It has, in fact, been around

for well over 2,000 years. As seen in rabbinical methods and even those of Jesus, we

learn that the disciple gives up everything they own to go and live with their rabbi.

During that time, the student observes how the rabbi lives out his life. Some disciples
even start to adapt to speak and even talk like their beloved rabbi (Tverberg, Spangler

2009). It is through this method of teaching and leading by example that we, along with

our students, continue to develop into men and women of character.

In a 2008 Education Digest article titled Character Educationa Joint

Responsibility Dianna Brannon, professor at Elmhurst college explains that, Children are

being exposed to more adult-oriented material at a much younger age than in the past.

Because of the increasingly intrusive nature of television and other media forms, Brannon

continues to suggest that social/moral learning opportunities through interacting with

friends and others from the community are declining while the children are becoming

more and more confused as to what makes them a good person (Brannon, 2008).

According to a study mentioned in the article The Meaning of Role Modeling and

Character Development, 45% of schoolchildren mentioned that their parents were

influential role models during their childhood years. (Yancy et al.,2002,2011). Sanders,

author of the article mentioned above, concluded that, What this suggest is that parents,

friends, or teachers do have a certain influence on our (moral) development.. (Sanders,

2013). Role modeling in the home, even if it is as simple as modeling a love for reading

or a discipline to write a budget each month has proven to make a tremendous impact in

the lives of children.

Brannon (2008) added in her article that students watch everything the teacher

does; picking up on body language, tone, and other aspect of the teachers character. Thus

making it ever more important for the teacher to be modeling character traits that he/she

wants the students to live out. Marvin Berkowitz and Melinda Bier, co researchers in a

2005 study, Character Education Parents as Partners, make the case that role modeling
is crucial for character development. Students imitate and practice what they see adults

doing. We see this in imaginary play when little girls play house and little boys play fire

fighters. The same goes for character education. Children absorb and do what they see

their parents and teachers doing. In the best outcomes, the parents and teachers will be

intentional to carefully model the person they want their student to become.

Students, according to Sanders (2013), value teachers stay true to who they are

while teaching. Claudia Chandler, adjunct professor at The University of Saint May,

encouraged future educators to show the students a little bit about themselves so that they

can connect with the teacher on a personal level (Chandler, 2016). Students learn

character traits best from teachers who are intentional in their interactions. This takes

practice but it is worth it when the student remembers the impact years after they have

left the classroom.

Berkowitz & Bier (2005), further explain that character education and child

rearing require the parent to encourage positive behavior development through modeling

and relationship. Because the parent in the first teacher, it is crucial that parents are given

ample space to equip their children for success in the future. In the next section I will

present my findings on how parents and teachers work together in the character education

of their students.

Parents and Teachers as a team

Marvin Berkowitz and Melinda Bier (2005), also add to Brannons idea with the

idea that parents need to show students that they are valued and cared for. At the same

time parents and teachers need to be sure to have structure and consistency in their

interaction with young people. This will only benefit the children for when misbehavior
occurs there will be accountability and structure in both the school and the home

environments.

Stephen Ellenwood (2006) makes a case for teachers and parents to provide

consistency between the home and the school. He advices that parents and teachers

should model a reflective disposition in the hopes that students will begin to imitate this

behavior and eventually become reflective students. Modeling a reflective life style will

not only increase students self awareness, it will also enable the students to recognize

when to make changes to better the outcome of a situation. If parents model reflection,

they are sending the message that they are committed and well balanced adults.

Along with modeling reflective thinking, teachers and parents should model

character traits such as respect for themselves and for others, responsibility toward work,

community, and family, trustworthiness, fairness, and compassion (Lickona 1993). In

order to instill core values into students, schools and parents must model and directly

teach that these values are important.

Parents and teachers should try to collaborate more often, but that is often difficult

due to time commitments and other life circumstances that many parents struggle with in

the balance between home and work life. Berkowitz and Bier (2005) have identified

several schools that are implementing programs aimed at increasing parent involvement

in the school day. For example, parents at West Hillsborough Elementary in Hillsborough

California greet the students as they proceeded through the doors each morning. The

administrators found that after the first week of having parent greeters, more parents were

asking to help in other areas of school life.

 Another example of schools connecting with families is found at El Gabilan

Elementary School in Salinas California. The families are invited to attend a reading

night hosted by the teachers and student of the El Gabilan learning community.

According to Berkowitz and Bier (2005), Families are randomly assigned to small

discussion groups after the session. Aside from increased family involvement in the

school community, the teachers at El Gabilan elementary school wanted their students to

practice reading and who better to read to than their families?

In summary of this section, I would like to end with an idea found in the article Is

There a Place for Character Education? Author K.L. Creasy (2008), accurately

concludes that the transition children make each day from home to school and back again

will be much smoother if the parents and teachers agreed to teach the same set of values.

Not every school has parents or a community that is willing to partner with the school,

but such a union exists, the children will benefit all the more because they are being

treated with dignity and consistency. This is what every individual longs for, and it is

what teachers and parents must instill in their students.

Literature and the development of virtue

In the not so distant past, character education was based on Judeo Christian values

and were largely taught using well written childrens literature like that of the ever

popular McGuffey Reader. In the article Return of Character Education, Thomas Lickona

makes the case that the McGuffey reader taught students about virtue, often from Bible

stories, fairy tales, and poems. While the students were learning writing and other
academic skills they were also learning valuable lessons in character development.

Stories can teach us in ways that television cannot. Sheryl OSullivan, contributor to the

International Reading Association writes that, The founders of the United States felt that

the democracy would be unworkable without an educated and morally responsible

populace. (OSullivan, 2004). As mentioned previously, story telling has been part of the

nations educational heritage since the founding. This method has prominence even today

because it relates directly to the minds ability to think in narrative form. Even in the

Bible, and other ancient texts, stories are used as a means to teach in a dynamic way that

cannot be said without visual imagery (Egan, 1986).

On the topic of narrative thinking, Stephen Ellenwood comments that, narrative

thinking is more fitting and effective in developing complicated moral understanding in

the lives of young students. (Ellenwood, 2006). Stories awaken the moral imaginations

to give us a chance to learn lessons that cant be taught unless the student lives through a

dramatic experience. William Kilpatrick (1994), further explains in his book that the

imaginations is stirred when a story is read. When students read, they learn the same

lessons that the character learns. In his book Actual Minds, Possible Worlds, Jerome

Bruner (1986), proposes that thinking in stories gives value to life. In fact, William

Bennett, secretary of Education during the Regan administration stated that stories

provide, a stock of examples illustrating what we believe to be right and wrong it

helps anchor our children in their culture, its history and traditions. (Kilpatrick 1994).

Learning from literature requires the reader to stop and think. To reflect on what they

have read and to attempt to assimilate the information into situations that are relevant to

their lives. (Ellenwood 2006). Therefore, knowing that enriched literature is very
 important, what criteria should a parent or teacher use when looking for books to teach

character education?

Sheryl OSullivan (2004), provides specific, common sense guidelines for parents

and teachers to consider when choosing books for their students. The following

suggestions are not all there is to consider, but it is a good start.

Choosing well-crafted literature that has a moral struggle. (Example The

Giver by Louis Lowery)

Characters are relatable and close to the readers age (Example Chronicles

of Narnia by C.S. Lewis)

Content covers wide range of cultures and backgrounds. Books that

feature boys and girls as the main characters.

By being intentional about what our students read, teachers and parents can

engage their students in reading literature that will engage their moral imaginations while

they are reading. It is the hope of many that this reading and learning will help to

internalize character lessons and engrave positive values upon the hearts of students of

every age.

Quality Character Education:

Now that we have identified key elements of what individuals can do to increase the quality of

character in their students/children, I will now focus on what makes a quality character education

program. In his book, Character Matters, Thomas Lickona outlines a plethora of ways that a

school can use in an effort to raise expectations and build solid student character. I have

identified the following categories as essential to this study. The following qualities from page

238 of Lickonas text will be used during my research study.

1. Solid parent commitment

2. Solid student commitment

3. Solid teacher commitment

4. A clear set of agreed upon values that include academic and relational virtues

5. Students and teachers have a responsibility to model virtues.

6. Incorporation of character building activities including assemblies, student handbook,

and communication with parents.

7. Integration of virtues in daily instruction is continually emphasized.

Classical Education: A Summary

At this point, I will begin to introduce classical education. My research is

primarily based on the works of Susan Wise Bauer and Dorothy Sayers. Others in the

movement are Bill Douglas and Leigh Bortins. For the purposes of this literature review,

we will focus on Bauer and Sayers and their definitions of classical education. In the

1940s, Dorothy Sayers published an essay titled The Lost Tools of Learning. In it Sayers

noted that students were not prepared with the mental armor needed to discriminate

between truth and lie when it comes to the messages on the radio, newspaper and other

media forms. (Sayers,1948). Ms. Sayers argues that in the absence of a true foundation of

learning, a child will receive a partial and inadequate education at best. Sayers admits that

she is not an expert in the field of child psychology, but she is a student of history. Sayers

reflects that the three-pronged method known as the Trivium could be used to restore a

strong educational foundation to the minds and hearts of young people.

Susan Wise Bauer along with her mother Jessie Wise (2009) co authored the book The

Well Trained Mind: A Guide to Classical Education at Home. In a reflecting on her

personal experience with Classical Education Susan comments:

My mother taught us the way shed be taught our education was language

centered, not image-centered; we read and listened and wrote She spent the early

years of school giving us facts, systematically laying the foundation for advanced

study. She taught us to think through arguments, and then she taught us how to

express our selves. (p.13)

Through observation of struggling students, and witnessing several occasions where tact

and eloquence of self-expression were sorely missing, Bauer and Sayers recommend that

educators seek to teach their students how to learn, read, write, and speak through age

appropriate and time tested method known as the Trivium. Based on the findings in

Bauers work and with support from Sayers essay, I will now present a brief outline on

the three stages of the Trivium.

The Grammar Stage (kindergarten- 4th grade): Students will master the

fundamentals of language, math, science, writing, reading, history, and

many other areas. Students in Kindergarten through fourth grade will learn

through memorization methods including reciting chants about state

capitals. Students are sponges during this stage of development, so

exposure to visual images, stories, and facts are highly encouraged. Bauer

states that, The goal is to supply mental pegs on which later information

can be hung. (Bauer, Wise, 2009). During this stage students will dig
 deep and explore everything from planets to the pyramids. This

foundational period can, when done with intention, equip the student with

the tools to launch in the next phase of the Trivium, the Logic stage.
Middle School students who are in the Logic phase are learning to dig

deeper and ask why in order to deepen their understanding. The Students,

in this phase, move from teacher directed instruction to a mode of

independent learning and inquiry. To develop logic skills, students learn

the following set of rules to aide them when hearing or reading new

information:
1. What facts support this argument?
2. What is the meaning behind the speakers message?
3. Will I use this information accurately?
4. Is the speaker trying to blur my understanding on the topic?
5. What is the speaker trying to get me to accept?
6. Do I believe them? Why or why not?
7. What other viewpoints exist on this topic?

From the above tools, Bauer and Wise conclude that the student, with ample time to

practice, will be able to process information with a critical eye (Bauer, Wise, 2009).

Sayers (1948), states that the student will leave this stage knowing the mechanics of the

English language, how to speak clearly and accurately, and most importantly, how to

identify misconceptions. By the time the student is entering high school, they will have

mastered critical thinking skills, and will be ready to move into the Rhetoric stage.

In a period of life where personal expression is of utmost importance, the

Logic stage lays the groundwork for students to become fluent and

persuasive writers and speakers (Bauer, Wise 2006). At the beginning of

the Logic stage, students are given specific ideas to discuss and eventually

shifts to an area that the student is interested in. Bauer (2009), mentions
 that students must learn elocution, memorization, and delivery. These

three skills, according to Bauer, should be practiced in a practical way

such as debate club or writing class.

Classical Education is one of many methods that use time tested strategies to

instill positive academic and social disciplines into the character of each student. It is too

soon to tell if classical education will gain a greater influence in our nations schools.

However, there are a growing number of private and public schools that are adopting the

classical model. Two such examples are Ridgeview Classical School, a public school

located in Fort Collins, Colorado and Whitefield Academy in Kansas City, Missouri.

These schools, among many others, have successfully implanted the Trivium and other

core elements of the classical model into their curriculum.

Conclusion:

As we have discussed, there is a problem with character education in the public

schools. Many times, parents and teachers are not collaborating and teaching their young

students through example. The students are confused because of the many expectations

on them from society, home, and school. Students need consistency and high

expectations. Literature, especially well crafted books, provide a great opportunity for

students to learn from the characters in the books. Literature provides rich food for

thought as well as fuel for the imagination. Teacher and parents will set their students up

for success if they provide enriched literature and ample time for the student to discuss

and reflect on what they read. Classical education trains the whole student from the time

they are kindergartners to when they graduate. This model of education contains many
effective and age appropriate tools to equip students to be life long learners, appreciators

of beauty, and seekers of what is true.

Chapter Three

Research Question:

Does a classical education effectively shape the character of the child

at an age appropriate level?

Review of Classical Education:

According to Dough Wilson, author of Recovering the Lost Tools

of Learning, the word classical refers to the structure and form of

education. Most classical schools use the Trivium as a foundation for

their curriculum. As mentioned in chapter 2, the Trivium is divided into

three stages; grammar, logic, and rhetoric. Students learn the

foundations of each subject area in the grammar stage, debate and dig

deeper in the logic stage, and express deep understanding in the

rhetoric stage. By the end of their time in a classical school, students,

ideally, should be able to learn any subject because they have learned

how to learn.

Classical education has also become synonymous with the study

of the Great Books, including works by Charles Dickens, Shakespeare,

and Plato to name a few. Lastly, for the purposes of this study, I must

also add that daily scripture study is a crucial element in classical

Christian schools. For these schools, a Christ centered education is

foundational and without it, the students are only receiving a partial

education.

Description of Research Site:

I requested and received permission to conduct my research

study at Whitefield Academy, a private, nondenominational Christian

School in Kansas City Missouri. This school has a student body of 250

students with 40 faculty and staff and a student teacher ratio of 12:1.

Ethnically, the student body is made up of 75% Caucasian, 8% African

American, and 4% Hispanic. Academically, Whitefield Academy

students have earned an average score of 27 on the ACT (2014).

Lastly, Whitefield Academy is a member of the Association of Classical

Christian Schools.

Whitefield Academy is named after the Anglican cleric, George

Whitefield. Mr. Whitefield was a key servant-leader in the 18th century

Great Awakening that took place in Great Brittan and the American

Colonies. Whitefield was known for his oratory skill and unswerving

devotion to Jesus Christ. The teachers and staff at Whitefield academy,

according to the student handbook, hope to emulate Whitefields love

for Christ and his concern for all people (2015)

Protocols:

In order to prove the effectiveness of Whitefield Academys

character education philosophy, I surveyed 11th and 12th students,

parents, and teachers from the upper and lower schools. Having three

different surveys allowed me to triangulate data and get a clear picture

of the quality of character education at this school.

Along with surveying, I also interviewed and observed teachers

at various grade levels. I looked for specific examples of how the

teachers function as role models, how they discipline, and the rapport

between the teachers and students. Afterward, I interviewed a few

teachers in order to gain their perspective on the Whitefield

experience.

In addition to the methodology described in the paragraphs

above, I spent the summer reading various books that gave me a

better idea of what character education means and how it has been

implemented. Much of this reading has been added to the Literature

Review.

After all the data was collected, I triangulated the results from

each party in an effort to evaluate Whitefield Academys educational

mission: To graduate students who are critical thinkers, clear

communicators, and compassionate leaders (2015).

Rationale of Methodology:

The data that I am looking will be best drawn from personal

interactions with teachers and students. In regards to character

education, I want to know what the teachers are doing to teach and

model character during the school day. For that purpose, I will use

observations, interviews, and surveys. In order to gain understanding

of the type of person that Whitefield claims to produce, I invited juniors

and seniors students to participate in a series of surveys. Additionally,

based on the fact that parents play a vital role in the moral and

academic development of children, I feel it was very appropriate to

survey parents regarding their thoughts on classical education, and

their methods for instilling sound character in their children.

Role of Researcher:

My role as the primary investigator was an interviewer, observer,

and administrator. While functioning as an observer, I visited different

classrooms in the lower and upper schools in order to immerse myself

in the school culture and to gain a deeper understanding of the

classical model. As an interviewer, I spoke with the teachers to learn

their thoughts and opinions on the strengths and weaknesses of

Whitefields character education process. Lastly, I administered three

groups of surveys. The groups were students; juniors and seniors;

Parents of 11th and 12th graders, and teachers, mostly from the upper

school. During the surveying period, I made myself available to answer

questions and clarify any misunderstandings that might arise. After the

data collection phase was completed, I will present my findings to the

University of Saint Mary and with the teaching community at Whitefield

Academy.

Conclusion:

This chapter has served to create a brief outline for the hows

and whys of my study on character education in the classical school. It

is my hope to gain greater insight into how classical education

succeeds in educating the whole child. I am looking forward to

interviewing teachers and students and will be very eager to see how

this study turns out. In the end, I hope to come out with many

suggestions on how the classical model can be used to better the

current public education model.

 Chapter Four

Results

Introduction:

As mentioned in chapter 3, I worked with the teaching staff at

Whitefield Academy to study how a classical Christian education forms

the moral character of their students. This school has a student

population of 250 individuals who come from upper middle class

families. Students attending Whitefield come from predominantly two

parent Christian homes. The demographics of the student body

included 75% Caucasian, 8% African American, and 4% Hispanic. The

teaching staff consisted of 34 teachers who are deeply committed to

the student in their charge. Most, if not all of the teachers are parents

of current or former Whitefield students. In general, the students, staff,

and parents at this academy take a great deal of pride in their school

and the process of becoming, as the handbook says, clear

communicators, critical thinkers, and compassionate leaders (2015).

 The remainder of this chapter will present the data that was

collected during the last 4-6 months. I planned an executed a variety of

different methodologies in order to get a clear picture of how the

teachers and parents worked together to educate the hearts and minds

of the pupils at Whitefield Academy. The data gained from my research

will be used in chapter 5 to answer the following research question:

Does a classical education effectively shape the character of the

child at an age appropriate level?

Figure 1: Teacher observations:

At the start of the data collection period, I observed in 8

individual classrooms. The teachers, ranging from lower school (k-6) to

upper school (7-12), offered important information how they try to

teach to impact the whole child. I used an observation log that was

modified from the Tall Oaks Christian School teacher evaluation form.

Please see the appendix for a sample of the form that was used during

visits to the school. When visiting each classroom, I gave each teacher

a rating of 1 (poor) to 5 (excellent).

While visiting each room, I focused on specific areas including

classroom management; teacher modeling of virtues, interaction with

students etc. Secondly, I was intentionally in observing each individual

teachers classroom management styles. In this section I paid close

attention to the way the classroom is organized, how well student

dignity is maintained, establishment of expectations, and how well the

teacher models respect for self and others. Lastly, I looked at the daily

routine; does the teacher integrate virtues into each lesson? Does the

teacher use age appropriate teaching techniques and vocabulary?

Does the teacher use variety of literature to model good and bad

virtue? Does the teacher uphold the value and dignity of themselves

and their students? Most of these categories contain overlapping

areas, but the general idea of the observations was to evaluate the

teachers role in moral education. Please see Appendix A for a sample

of the observation log.

Figure 1: Teacher Observations

Figure 2: Teacher Interviews:

After observing at Whitefield academy in the spring of 2016, I

interviewed four teachers: two from the upper school and two in the

lower school. Figure 2 displays the data that was collected from the
four interviews. For a sampling of the interview questions, see

Appendix B. The meetings were were conducted after the initial

observation stage in May of 2016. The purpose of the interviews was to

increase my understanding of classical education, and to discover how

each teacher educates the hearts and minds of their students. In

Figure 2, displays words that were used most frequently during the

interviews. These phrases include parent volunteers, consistency, high

expectations, humility, respect, honesty, and school family. All of these

ideas were repeated, with different vernacular, in each interview.

Teacher Interviews
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

Teacher 1 Teacher 2 Teacher 3 Teacher 4

Student Surveys:

After observing and interviewing during the spring of 2016, I

decided to administer a series of surveys using an online tool called

Survey Monkey. The evaluations were originally intended for 12th grade

students, their parents, and recent graduates. Unfortunately, I was

unable to get an adequate number of responses from the three groups.

During the fall of 2016, I regrouped my surveying efforts and passed

out a new set of surveys to three different groups. The groups included

11th and 12th grade students, 11th and 12th grade parents, and teachers

from the upper and lower schools.

Figure 3:

The student survey questions were divided into three categories;

including the school environment, student- teacher relationships, and

parent- student relationships. Figure 3 illustrates the students

responses to questions about their relationship with other students and

to the whole community found at Whitefield Academy. Questions on

this portion of the survey asked students to rate the Whitefield

students demonstration of respect, honesty, protection of self and

peers, humility, pride in school community, and accountability to God

and others.

Figure 3: School Community

Figure 4 Teacher-Student Relationships:

Figure 4 displays the data that was collected from the 2nd section

found in the student survey. During this section, students were asked

to evaluate, on a similar scale as seen in figure 3, their interactions

with the teachers at their school. The areas that were evaluated

include classroom environment, expectations, teacher-student

relationships, and modeling of specific virtues like humility, discipline,

and healthy social behaviors.

Figure 4: Teacher- Student Relationships

Figure 4: Parent-Student Relationships

During the third section of the survey, students evaluated their

interactions with their parents. The students were asked to evaluate

their parents involvement in their school community, reinforcement of

academic and behavior expectations, guidance in building healthy

habits, encouraging cooperation between their home and school, and

encouraging students to read high quality literature. Students were

encouraged to be honest in their evaluations and to remember that

their parents strive to do their very best when raising them.

Figure 4: Parent-Student Relationships

Analysis of Student Responses

Figure 5 is titled, Analysis of student responses, depicts the words used

most frequently in the students response to the question, How has the

literature you have read during your time at Whitefield Academy

impacted your character? The purpose behind asking this question

was to gain the students perspective in regards to reading the great

books and their personal character development.

Figure 5:
 Analysis of student responses
5 5
4 4 4

Teacher Surveys:

For the teacher portion of the surveys, I received 15 responses and 4

responses to the short answer section of the survey. The participants

were mostly from the upper school but some came from the lower

school. Teachers answered questions grouped into three categories

including; school community, personal teaching practices, and parent-

teacher collaboration. Questions were designed so that teachers could

evaluate their influence on the character development of their

students.

Figure 6: Student/School Community:

The first section of the teacher survey covered the topic of school

community. In this section, I asked the teachers to honestly evaluate

the school based on how the students show each character trait shown

in Figure 6. The rating scale for this survey is the same scale that was

used in the student survey. Virtues included in this portion of the

survey include compassion, honesty, respect, humility, diligence,

kindness to self and others, and responsibility.

Figure 6:

Figure 7: Teaching Practices:

During the 2nd section of the teacher survey, instructors were asked to

assess their individual teaching practices. Using the rating scale shown

in previous section, teachers assessed 9 areas of importance. It is

important to note that these key areas play a crucial role in the

character training of a child. The following areas were evaluated during

this phase of the survey; classroom environment, expectations, natural

consequences, decision making skills, humility and repentance,

accountability to God and for others, guiding students to develop

healthy relationships, model Christian virtue, and incorporation of

enriched literature.

Figure 7:

Figure 8: Parent Teacher Collaboration:

This final portion of the teacher survey asked the teachers to evaluate

their interaction with parents using the 1 through 5 rating scale. It is

important to note that many of the teachers have or were parents of a

Whitefield student. The teachers evaluated the following areas: parent

involvement at school, parent teacher collaboration in modeling virtue,

high expectations enforced at home, parents encourage positive

academic and social habits, frequency of communication between

parent and teacher, and collaboration to resolve conflicts or

misunderstandings.
Figure 8

Teacher short answer responses:

At the end of the survey, the teachers were asked to provide

additional information on the moral education that takes place in their

school. Out of the 15 teachers, I received 4 responses and out of those

that responded, only two were helpful to the goals of this research

study. Because of the lack of response to the final question, I have

chosen to abstain from using the teachers responses from the study.

Parent Surveys:

As seen in the above surveys, the parent survey invited parents to

evaluate their student and the overall moral education practiced at

Whitefield using a numerical scale. Similarly to the surveys mentioned

above, the parent survey was divided into three categories. These

groups included questions about the parent as a role model, school

community, individual student character and two short response

questions on parent involvement at Whitefield. There were 21

participants in this survey and 16 of the 21 responded to the open-

ended question on parent contribution to the school community.

Figures 9,10,11, and 12 will provide a visual of the data that was

gathered during the collection period.

Figure 9: Parents as Role Models:

Section one of this survey asked the parents to rate how well they

modeled various character traits for their children. The reader must

note that it is understood that parents do their best to raise their kids

and pass down certain values, but they are not perfect. With that in

mind, parents were encouraged to take an honest look at their

interactions with their kids and evaluate accordingly.

In figure 9, parents were asked to evaluate the following aspects on a

numerical scale:

1. Intentionally modeling virtues (honesty, patience, humility,

and fortitude) will spending time with children.

2. Provide clear directions and consequences.

3. Communicate with children about decisions making and

consequences.

4. Model healthy relationships.

5. Set limits on media and technology usage.

6. Expose children to media that is honorable, praiseworthy, and

noble.

7. Teach and reinforce habits that lead the student to make wise

decisions.

Figure 9:
Figure 10: School Community:

In this section of the parent survey, parents assessed the school

community based on their interactions with the administration and

teachers. Figure 10 displays the parents responses to how well

Whitefield Academy does the following:

1. Collaborates with parents to create consistent expectations

between home and school.

2. Seek parent input on training children in virtue and academics.

3. Recognizes the home as the first point of education for a child.

4. Encourages parents to be actively involved in the school.

Figure 10

Figure 11: Student Character Development:

The final section of the parent survey involves the evaluation of

students character development. This section required the parents to

evaluate their student as well as the whole student body at Whitefield.

They were examined the students based on how well the students:

1. Treat themselves and others with respect.

2. Behave honestly.

3. Protect self and others.

4. Live out the standards set forth in the Whitefield Student

Handbook.

5. Respond with humility when confronted with a mistake or

problem.

6. Show pride in their school community both in and outside of

school grounds.

7. Acknowledge accountability to God, self and others.

8. Recognize that mistakes affect their relationship to God and

others.

Figure 11
Figure 12: Short Response: Parent Involvement

At the end of the survey, parents responded to two questions about

their involvement at Whitefield Academy. The first question asked them

about how often they volunteered at the school. The second question

asked parents to describe their duties while volunteering at the school.

For the purposes of this study, only the responses to the first question

are included. Out of the 21 parents that participated in the survey, 18

chose to reply to the free response section. Please see figure 12 for the

break down of responses.

Figure 12
Chapter Five
 Findings

Summary:

As mentioned in chapter one, the objective of this study was to evaluate how

a classical education trains the character of each individual student. The research

question that was addressed in this study was: Does a classical education

effectively shape the character of the child at an age appropriate level?

In order to answer this question, I set out to find a classical Christian

school where character education was a high priority. My search led me to

Whitefield Academy, a classical Christian school in Kansas City, Missouri.

This school is made up of 250 students and 50 staff members. Most

students at Whitefield come from two parent Christian homes with strong

commitments to family, faith, and community service.

In order to gain greater insight into how Whitefield Academy has

shaped the character of their students, I employed a variety of data

collection tools. Of these methods, I found that surveying, observing, and

interviewing were the most effective. Three surveys were created in an

effort to gain a triangulated perspective on character education in a

classical school. Students in 11th and 12th grade, along with their parents,

were given surveys that asked them to evaluate the quality of character

education at their school. Additionally, a third survey was created for

teachers to evaluate their role in the moral and academic education of

each child.
 The second method of data collection included a combination of

observing and interviewing teachers with regards to how they manage

their classes and interact with parents and students. Several teachers in

the upper and lower schools were observed and interviewed. Moreover, a

few teachers agreed to answer questions through email or telephone

communication. Through the data collection period, I began to see trends

that supported my assumptions that Whitefield Academy does effectively

educate the character the majority of their students. The following

paragraphs will address these findings in detail.

Findings:

After analyzing the data, I came to realize that Whitefield Academy

fulfills many of the elements mentioned in Thomas Lickonas book,

Character Counts. This school exemplifies the following elements needed

for a successful character education program:

Parent- Teacher Collaboration

In order to build strong character in children, a school must have

strong parent, teacher, and student commitment. I found that the majority

of Whitefield parents volunteer on a weekly or monthly basis. In regards to

communication, I discovered that 67% of teachers and 70% of parents who

responded to the surveys reported that communication between home and

school occurred on a daily or weekly basis. Additionally, I discovered that

73% of teachers reported that they worked together with parents to

provide consistency between home and school. It is this consistency that

helps students understand what is expected of them and how they should

behavior both at home and at school.

Community and Family Focus:

While observing, and interviewing, I began to notice that family and

community were very important to all involved at Whitefield Academy.

Placing value in community impacts the students character development

in a meaningful way. In fact, one teacher noted that service projects and

school cleanup days are valuable in teaching children the importance of

responsibility, and stewardship. In regards accountability, the family

centered environment found at Whitefield encourages the students to be

responsible for their peers. By the time most students reach their junior or

senior year, they are able to treat others with respect, respond in humility,

and acknowledge their accountability to God and others. These character

traits are essential to the students success at Whitefield, and they are

taught through community building and emphasized both at home and at

school.

In addition, 74% of students responded that they take great pride in

their school and feel that this is an important part of the Whitefield

experience. Their pride was clearly evident during the observation period,

in which many students demonstrated hospitality, pride in their school,

and academic and social responsibility with out much hesitation. By

showing pride in themselves and their school community, the older

students modeled for the younger pupils what specific virtues like respect,

responsibility, and compassion look like in action.

High Expectations:

When considering high expectations, I found that most students thought that

their teachers and parents maintained clear expectations. The fruit of these

expectations was witnessed during my many visits to the school. The physical

environment was always clean, and well organized. The students understood the

expectations and learned how to keep themselves and their peers accountable.

In the surveys and interviews, the teachers were very clear when stating that

students make mistakes and that these events should be expected. They also

mentioned that certain expectations are occasionally adjusted to the needs of

specific students. One teacher commented that, I need to remember that these

kids are not my family and I need to lower my expectations for them. The

members of Whitefield readily acknowledge that they are not perfect. In

character education, perfection is not the goal. On the contrary, teachers look for

improvement in behavior and evidence of specific character traits while the

student is in their classroom.

Modeling and teaching of Virtues:

In regards to teaching specific virtues, parents and teachers pride themselves

on modeling virtues for students to imitate and internalize. While surveying

parents and teachers, I found that the majority gave themselves high ratings
when asked about modeling virtues. A similar question was asked on the student

surveys. In response, 91% of students gave their teachers and parents a superior

rating for consistently demonstrating virtues such a compassion, humility,

respect, patience, and self-control.

The true test of this study came down to whether or not student behavior was

impacted as a result of modeling Christian virtues. In regards to student

interaction, 95% of the students reported that they have treated each other with

respect, and 63% of the students said that they behave honestly the majority of

the time. In addition to the above findings, students also reported that they strive

to protect others, live up to standards set by their school, and humbly seek

forgiveness when involved in conflict. The student claims were supported with

similar reports on the surveys given to parents and teachers.

Recommendations:

Whitefield Academy is a great example of a school that is effective in

educating the hearts and minds of each student. They include parents, teachers,

students, and scriptures in building students moral and academic foundations.

While not all of the elements seen at this school can be transferred to public

education, I would like to make three suggestions that will quickly improve the

students character and the school community.

Set Appropriate Expectations:

 The students at Whitefield have clear expectations and immediate

consequence when rules are broken. Similarly, Parents and teachers in public

schools can benefit from setting high expectations for their students. If the

parents and teachers work together to set and maintain the standards, the

students will not have to guess at what is expected of them. This will go a long

way in behavior management and will eventually make the school a more

welcoming environment.

Reading Books on Character Education

Whitefield teachers have continuously been researching and learning new

ways to better educate the hearts and minds of their student body. They read and

discuss new books and decide whether or not to implement the ideas found in

the literature. For public school teachers and parents, I would recommend

reading Character Matters by Thomas Lickona. In this book, the author outlines

many strategies that have been successful in restoring character in students and

hope for the future of civil society.

Increase partnership with parents and community:

Part of what has made Whitefield successful in this study was their effort to

partner with parents and the surrounding community. There are many

opportunities for parents to volunteer including a PTO type organization called

the Parent Teacher Fellowship. I would strongly recommend that schools partner
with community organizations in order to provide their students with adult role

models. In order for this program to be effective, it would be wise to vet each

volunteer using background checks and character references. Schools who have

partnered with parents and community have increased their students moral and

have also increased the students pride in their school.

References

Algera, H. F., & Sink, C. A. (2002). Another Look at Character Education in Christian
Schools. Journal Of Research On Christian Education, 11(2), 161.

Althof, W., & Berkowitz, M. W. (2006). Moral Education and Character Education: Their
Relationship and Roles in Citizenship Education. Journal Of Moral Education, 35(4),
495-518.

Beland, K., Tolman, J., & Davidson, M. L. (2003). Eleven principles sourcebook: How to
achieve quality character education in K-12 schools: Guides to the Eleven Principles of
Effective Character Education. Washington, DC: Character Education Partnership.

Bennett, W. J., Finn, C. E., & Cribb, J. T. (1999). The educated child: A parent's guide
from preschool through eighth grade. New York: Free Press.
The Ten Signs of a Good School page 99

Berkowitz, M. W., & Bier, M. C. (2005). Character Education: Parents as Partners.

Educational Leadership, 63(1), 64-69

Brannon, D. (2008). Character Education--A Joint Responsibility. Education Digest:

Essential Readings Condensed For Quick Review, 73(8), 56-60

Creasy, K. L. (2008). Is There a Place for Character Education?. Online Submission

Davis, D. H. (2006, Winter2006). Character Education in America's Public Schools.

Journal of Church & State. pp. 5-14.

EdwardA.Wyne,"TheGreatTraditioninEducation:TransmitingMoralValues,"Educational
LeadershipDecember 1985/January1986,8.
Ellenwood, S. (2006). Revisting Character Education: From McGuffey to Narratives.
Journal Of Education, 187(3), 21-43.

Greenawalt, C. E. (1996). Character Education in America.

Guroian, V. (1998). Tending the heart of virtue: How classic stories awaken a child's
moral imagination. New York: Oxford University Press.

Hanson, V. D. (2008). The new learning that failed. New Criterion, 26(9), 21-27.

Kilpatrick, W. (1992). Why Johnny can't tell right from wrong. New York: Simon &
Schuster.

Leal, D. J. (1999). Engaging Students' Minds and Hearts: Authentic Student Assessment
of Character Traits in Literature. Journal Of Adolescent & Adult Literacy, 43(3), 240-48.
Lickona, T. (2004). Character matters: How to help our children develop good judgment,
integrity, and other essential virtues. New York: Simon & Schuster.

Lickona, T. (1993). The Return of Character Education. Educational Leadership, 51(3), 6-

11

Howe, D. W. (2011). Classical Education in America. Wilson Quarterly, 35(2), 31-36.

Miller, J. J. (2015). Back to Basics. National Review, 67(19), 42-44.

Private-schools.startclass.com. (2014). Retrieved April 20, 2016, from http://private-

schools.startclass.com/l/139948/Whitefield-Academy

Sanders, W. (2013). The Meaning of Role Modeling in Moral and Character Education.
Journal Of Moral Education, 42(1), 28-42.

Teacher Evaluation. Bear, Delaware: Tall Oaks Christian Academy, n.d. PDF.

Wilson, D. (1991). Recovering the lost tools of learning: An approach to distinctively

Christian education. Wheaton, IL: Crossway Books.

Wise, J., & Bauer, S. W. (1999). The well-trained mind: A guide to classical education at
home. New York: W.W. Norton.

Whitefield Academy Parent and Student Handbook [Pamphlet]. (2015). Kansas City, MO.
 Appendix A
Observation Log Sample

Observation of Upper/Lower School

Whitefield Academy
Date:

Teacher:
Grade Level:

Adapted from Tall Oaks Classical School Teacher Evaluation Form

5 = Excellent; 4 = Superior; 3 = Average; 2 =
1 = Poor NA = Not observed

Classroom Atmosphere/Teacher Disposition

______ Models- patience- compassion, generosity, and love of God and
others.
______ Directly teaches truths from the Bible and truths about Jesus.
______ Interaction with children upholds their God given value.

______ Makes connections to student lives and application of truth in their

lives.

______ Frequently models Joy, love, and respect.

______ Directly tells students that they are valued and loved in this
classroom.
Comments:

INSTRUCTIONAL

___ ____ Integrates Biblical principles and the Christian philosophy of

education throughout the curriculum.

___ ____ Demonstrates a thorough knowledge of and an interest in the

subject(s) taught.

___ ____ Uses clear language and vocabulary appropriate to the level of
the students.

___ ____ Explains and connects the unfamiliar with what is already
familiar to the students.
___ ____ Uses effective teaching techniques that stimulate and arouse the
pupils minds.

___ ____ Checks for comprehension and does not presume on the
students understanding of new terms and concepts.

___ ____ Frequently reviews and applies material learned.

___ ____ Uses and applies classical method for the particular subject and
grade level being taught.

___ ____ Knows the needs, interests and learning characteristics of each
student.

Comments:

Classroom Management (in accordance with the WA discipline policy):

___ ____ Provides an orderly teaching environment by consistently

enforcing class rules and Whitefield discipline philosophy.
(submission)

___ ____ Classroom management and routines are simple, but adequate,
and the students are well-trained in using them.

___ ____ Guide students to make wise decision and hold them accountable
during the process. (Discernment)

____ ___ Approaches mistakes as opportunities for students to learn and

grow.
___ ___ Acknowledges before students the importance of having right
standing before God and others. (humility)

___ ___ Repentance: Teaches students that repentance leads to healing of

self, relationship with others and with God. (reconciliation)

__ ____ Students dignity and self worth are preserved during a

disciplinary action. (self acceptance)

_______ Emphasis is placed on classroom community and school

community.
_____ Teacher accepts each student where they are currently and encourages them to
keep growing and learning.

_____ Teacher seeks to understand the students with empathy.

_____ Teacher models love and concern for each student. (encouragement, acceptance)

_____ Teacher maintains expectations and holds students accountable for behavior
(accountability)

Comments:
 Appendix B
Teacher Interview Forms

Teacher Interview
Lower School
Whitefield Academy, Kansas City Missouri

1. What is your education background?

2. What brought you to Whitefield?
3. Describe the ways that you maintain a classroom of respect and
cooperation.
4. How do you reinforce the 7 school rules that are mentioned in
the student handbook?
5. What positive character traits do you see in the majority of your
students?
6. How do you work with parents in nurturing the character of the
students?
7. What ways do you prevent inappropriate behavior during the
school day?
8. When a discipline action is neededharmful to othershow do
you respond?
9. How do you model- honesty, patience, compassion, gentleness,
love for others, generosity, and contentment?
10. In what ways do you build community within the
classroom?
11. How does as sense of belonging impact the character of a
child?
12. Aside from discussing what is right and wrong, can you
give other examples of character building activities?
13. Do you use literature as an opportunity to teach positive
and negative character? What specific character qualities do you
highlight?
14. When students come to you from kindergarten, describe
their character (virtues) in August and how they change during
the school year.
15. Do you have any other comments about the character
education at Whitefield?

Teacher Interview
Upper School
Whitefield Academy, Kansas City Missouri

16. What is your education background?

17. What brought you to Whitefield?
18. Describe the ways that you maintain a classroom of
respect and cooperation.
19. How do you reinforce the 7 school rules that are mentioned
in the student handbook?
20. What positive character traits do you see in the majority of
your students?
21. How do you work with parents in nurturing the character of
the students?
22. What ways do you prevent inappropriate behavior during
the school day?
23. When a student is need of discipline for being tardy to
classhow do you respond?
24. During a time of conflict between two studentswhat
actions are taken to resolve the issue?
25. How do you model
 a. honesty
b. respect
c. kindness
d. generosity
e. love of learning
f. compassion
26. In what ways do you build community in the upper school?
Is there any cooperation with the lower school? (student mentors
ect..)
27. Aside from discussing what is right and wrong, can you
give other examples of character building activities?
28. Do you use literature as an opportunity to teach positive
and negative character? What specific character qualities do you
highlight?
29. What virtues do you see in the majority of your students?
30. In terms of character education: What do you believe are
the strengths of the Whitefield?
31. In terms of character education: What are some places that
Whitefield can improve?
32. Do you have any other comments about the character
education at Whitefield?

Appendix C
Surveys for parents, teachers, and students
Parent Survey

This survey is issued to help me determine the effectiveness of

Whitefield Academys character/discipline program. Your participation
is greatly appreciated.

Parents as Role Models: This section discusses your involvement in

training your childs character while living with them at home. Please
rate the following.

Rate the following in terms of how well you do the following activities.
Spend time with your student modeling key virtues such as honesty,
patience, fortitude, and humility?
1- poor 2 3 4 5- excellent

Provide clear directions and consequences

1- poor 2 3 4 5- excellent

Communicate to your students on a daily basis about a multiple of

topics including consequences that are both positive and negative.
1- poor 2 3 4 5- excellent

Models healthy interactions in various situations.

1- poor 2 3 4 5- excellent

Set limits on media usage including watching television, using the

Internet, and consuming other forms of social media.
1- poor 2 3 4 5- excellent

Expose children to media that is true,honorable,noble, and

praiseworthy. Example Classic Literature, music, visual media ect..
1- poor 2 3 4 5- excellent

Teach and reinforce habits that lead to good judgment?

1- poor 2 3 4 5- excellent

School: In this section, I would like to hear your thoughts on

cooperating with the teachers at WA and your involvement in this
community. Please rate the following

Prioritize your involvement at WA

1- poor 2 3 4 5- excellent
Describe your involvement at the school:

Collaborate with your childs teacher in setting and maintaining high

expectations for students both at home and at school.
1- poor 2 3 4 5- excellent

How well does Whitefield:

Seek your input on the training of the child in academic and character
1- poor 2 3 4 5- excellent

Recognize that the home is the first point of educating the child
In academics, and character.
1- poor 2 3 4 5- excellent
Encourage parents to be actively involved in the daily life of the school
1- poor 2 3 4 5- excellent

Teacher Survey- Character Education Research Study

Students/School Community-
On a scale of 1-5 (1-poor 5-superior) how well do the WA students
exhibit
a. Compassion:
1- poor 2 3 4 5- excellent

b. Honesty:
1- poor 2 3 4 5- excellent

c. Respect:
1- poor 2 3 4 5- excellent
d. Humility:
1- poor 2 3 4 5- excellent

e. Diligence:
1- poor 2 3 4 5- excellent

f. Kindness to others both in the WA community and in the surrounding

community.
1- poor 2 3 4 5- excellent

g. Responsibility
1- poor 2 3 4 5- excellent

Classroom management-
Based on your experience at WA, how well do teachers and staff
model a virtuous life? (1-poor 5-superior)
a. Maintain a well ordered classroom
1- poor 2 3 4 5- excellent

b. Establish clear expectations

1- poor 2 3 4 5- excellent

c. Follow through with natural consequences when necessary

1- poor 2 3 4 5- excellent

d. Teach students about wise decision making

1- poor 2 3 4 5- excellent

e. Teach the importance of repentance (mans relationship with God)

1- poor 2 3 4 5- excellent

f. Emphasize responsibility to God

1- poor 2 3 4 5- excellent

g. Guide students in developing skills needed for healthy social

interactions.
1- poor 2 3 4 5- excellent

h. Model a Christian life in all circumstances

1- poor 2 3 4 5- excellent

Parent/Teacher collaboration-
Based on your past relationship with WA parents, please rate the
following: (1-poor 5-superior)
 a. Parents make it a priority to be involved in the WA community
1- poor 2 3 4 5- excellent

b. Model Christian virtues consistently

1- poor 2 3 4 5- excellent

c. Train children according to Biblical virtues

1- poor 2 3 4 5- excellent

d. Hold children to high expectations while at home

1- poor 2 3 4 5- excellent

e. Encourage positive habits involved with academic performance

1- poor 2 3 4 5- excellent

f. Parents and teachers communicate frequently

1- poor 2 3 4 5- excellent

g. Teachers and parents work together to provide consistent

expectations for WA students.
1- poor 2 3 4 5- excellent

h. Teachers and parents work together to resolve conflict.

1- poor 2 3 4 5- excellent

Additional Comments:

Student Survey
School Environment:
Based on your experience with other students at Whitefield, rate the
following on a scale of 1(poor) to 5(excellent).
Students treat each other with respect and dignity.
1- poor 2 3 4 5- excellent
Students behave honestly.
1- poor 2 3 4 5- excellent
Students protect self and others.
1- poor 2 3 4 5- excellent
Student live up to the high standards set forth by the teachers and
staff at Whitefield academy.
1- poor 2 3 4 5- excellent
Students respond with humility when confronted with a personal
problem.
1- poor 2 3 4 5- excellent
Students show pride in their community school service days, act as
rep of WA when off campus.
1- poor 2 3 4 5- excellent
Students acknowledge accountability to God, adults, and peers.
1- poor 2 3 4 5- excellent
Students acknowledge that mistakes (intentional or unintentional)
affect relationships between God and others.
1- poor 2 3 4 5- excellent

Student Teacher Relationship:

Based on your experience with teachers at Whitefield Academy, rate
the following on a scale of 1(poor) to 5(excellent). How well have your
teachers-
Maintain a warm and safe learning environment.
1- poor 2 3 4 5- excellent
Establish and maintain clear expectations for behavior and academics
1- poor 2 3 4 5- excellent
Walked with you to help you see how your actions affect others.
1- poor 2 3 4 5- excellent
Models Christian values and teaches that students are accountable to
God then to others.
1- poor 2 3 4 5- excellent
Models humility when forgiveness is needed.
1- poor 2 3 4 5- excellent
Emphasizes self-discipline, grace, and honesty.
1- poor 2 3 4 5- excellent
Models healthy social behaviors and teaches students to do the same.
1- poor 2 3 4 5- excellent

Parent Student relationship:

Based on your experience at Whitefield, please rate the following on a
scale of 1(poor) to 5 (excellent). How well have the parents at
Whitefield .
Involved in the community life of Whitefield Academy
1- poor 2 3 4 5- excellent
Reinforces academic and behavioral developments started at school
during the students time at home.
1- poor 2 3 4 5- excellent

Fosters good habits in you including:

 Promptness
Honesty
Diligence
Neatness
Academically curious and independent
1- poor 2 3 4 5- excellent
Encourages cooperation between Whitefield and the homesupporting
the decisions of the school in matters of discipline and academics.
1- poor 2 3 4 5- excellent
Encourages you to read books that model both good and bad character
traits (classical books, fairy tales, and Scripture).
1- poor 2 3 4 5- excellent

How has the literature you have read during your time at Whitefield Academy
impacted your character? Please elaborate in the box below.