A sizable body of research has demonstrated correlations between student achievement and performance character strengths such as self-discipline, while the relationship between achievement, conduct, and moral character strengths such as integrity is more ambiguous.
For both types of character, however, the majority of the extant research literature has focused on relatively small samples of elementary school children, university students, and high-achieving students. Setting: This study took place at three "No Excuses" charter middle schools in a large northeastern city. Charter schools are publicly funded schools that are supervised by state boards of education rather than a local superintendent or school committee.
Participants: This study considered the relationship between achievement, conduct, and several character strengths among early adolescents attending three urban charter schools in a large northeastern city. Only by developing performance character will schools: Promote academic achievement for all students foster an ethic of excellence, not just higher test scores develop scientific and entrepreneurial talent produce a competitive, creative workforce.
A person who is responsible recognises that he has a duty to himself, his family, community, nation and the world, and fulfils his responsibilities with love and commitment. Harmony A person who values harmony seeks inner happiness and promotes social cohesion. Integrity A person of integrity upholds ethical principles and has the moral courage to stand up for what is right. CoreValues Resilience Care A person who is resilient has emotional strength and perseveres in the face of challenges.
He manifests courage, optimism, adaptability and resourcefulness. A person who is caring acts with kindness and compassion. He contributes to the betterment of the community and the world. Performance character and moral character are defined in terms of 8 Strengths of Character, assets needed for a flourishing life. Lifelong learner and critical thinker Approaches learning as a lifelong process Shows skills of critical analysis Takes seriously the perspectives of others Seeks credible evidence Integrates knowledge Generates alternative solutions Demonstrates intellectual humility e.
Diligent and capable performer Strives for excellence; gives best effort Demonstrates initiative Knows standards of quality and creates high-quality products; takes pride in work Sets personal goals and assesses progress Perseveres despite difficulty. Self-Disciplined Person Who Pursues a Healthy Lifestyle Demonstrates self-control Pursues physical, emotional, and mental health Makes responsible personal choices that contribute to ongoing self-development, a healthy lifestyle, and a positive future.
Contributing Community Member and Democratic Citizen Engage students in service learning Resolve school conflicts democratically, with respect for differences of conscience Demonstrates awareness of interdependence and a sense of responsibility to all humanity. Divide them into categories career, family, adventure, service, major accomplishments, etc. Select your top 10 goals. Write a paragraph on your 1 goal. Faculty and staff 2.
Students 3. Parents 4. The wider community All members of the ELC support and challenge each other to do their best work performance character and treat each other with respect and care moral character. Promising Practice 1: Build a unified school culture around excellence and ethics through consistent high expectations for learning and behavior. Develop an honor code Take a stand for academic integrity. Help students understand how all forms of cheating and plagiarism detract from their education and the education of their peers.
Give them a leadership role in creating a school culture where academic integrity is the norm. In history and literature classes, discuss moral and performance character as shown by historical or literary figures e.
Develop performance character values such as initiative, effort, creativity, punctuality, neatness, and thoroughness.
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