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Material Information
- Title:
- Effects of character education on incidences of physical altercations among eighth grade boys
- Series Title:
- UVI Theses
- Creator:
- Gordon, Vincent,
- Publication Date:
- 2014
- Language:
- English
- Physical Description:
- 86 leaves, 6 unnumbered pages : charts ; 29 cm
Notes
- Abstract:
- "The dissertation focuses on the prevalence of bulling in certain public junior high schools in Texas and the U.S. Virgin Islands (USVI) with a concentration on the teaching of character education as a means of addressing the issue to decrease incidences of bullying through the changing of attitudes towards physical altercations among a particular population of students (8th grade boys) in the USVI. According to the National Center for Education Statistics (2009), the rate of boys involved in physical altercations is higher than girls. The definition of bullying is presented, the 3 types of bullying (physical, emotional, and verbal) are defined, and examples are provided of how each type of aggression impacts and impedes students' academic success and self-efficacy according to the literature review. The effects of character education on the incidences of physical altercations among 8th grade boys in public junior high schools in Texas was studied to determine if there was significant association between character education and the decreasing of physical altercations among this population. A post hoc quasi experimental design was utilized to test for incidences of physical altercations between public junior high schools in Texas which utilized a character education based curriculum with public junior high schools in the USVI which did not use a character education based curriculum. Results showed that although there was no statistical significance between character education and the decrease of physical altercations, the percentages from Texas and the USVI showed that Texas had lower incidences of physical altercations when compared to the USVI for the 3 years under study."
- General Note:
- "Dissertation submitted in partial fulfillment of the requirements for the degree of doctor of philosophy k-12 educational leadership"
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