Teacher Perspectives on Implementation and Outcomes of a Character Education Program: A Comparative Case Study at Three Public Middle Schools

In the United States, character education employs a lengthy history in the public school system. As a result of recent legislation, accountability measures for schools in the United States and Colorado have changed. Teachers are now being evaluated on the climate and culture in their classrooms and schools. Academic growth among students in United States schools is slow, and an achievement gap continues to exist. One possible solution to these problems is character education. This comparative case study examined teacher perceptions about implementation and outcomes regarding a newly implemented character education program delivered through a class structure called Crew. Data were collected from 18 teachers at three public middle schools through focus groups, collection of artifacts, and field notes. Themes from each school were described, and similarities and unique qualities between the schools were identified. Implications of this research indicated that educational leaders from all levels in the school district must demonstrate support of the new initiative, Crew structures and the use of common language must be modeled throughout the school district at all levels, and structures must be in place to ensure high levels of buy-in from all stakeholders involved in Crew implementation