Guiding Questions and Framework

Guiding Questions

This large-scale action research project focuses on questions such as:

  • What are the goals and priorities for character education in boys’ schools?
  • How can schools position these goals and priorities into the context of 21st century competencies and skills?
  • What is the best way to embed and align character education into school strategy?
  • What role does school tradition and history play in advancing the work of character education in boys’ schools?
  • What are the most effective practices in character education programs and teaching practice in boys’ schools?
  • What are authentic and meaningful outcomes for character education in boys’ schools?
  • What are authentic and meaningful professional standards for teachers as character educators?
  • How can school leaders foster a high-performing culture for character education?

Framework for Character Education

The proposed framework for character education would:

  • Provide IBSC schools with a methodology and a set of survey/research instruments to evaluate their performance in character education.
  • Provide IBSC schools with a design model for developing character education programs.
  • Describe themes and patterns in effective practices in character education in boys’ schools.
  • Provide schools with a critical vocabulary and strategies for establishing meaningful and authentic outcomes for student character development.
  • Provide schools with a vocabulary and strategies for establishing meaningful and authentic outcomes for program delivery and teaching in character education.
  • Provide schools with a model for professional learning and performance review in character education.
  • Indicate ways that a school community can engage in regular, evidence-based review and renewal of goals and practices for character education.

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