Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Karen B. Kamin
Committee Member
John Reynolds
Committee Member
Maryellen Maher
Keywords
athletic department, athletics, behavior, behavioral problems, case studies, character development, character education, community stakeholders, critical thinking, discipline, educational leadership, elementary schools, enrollment, goals, high schools, instructional leadership, integrated character education, interscholastic athletics, learning community, middle schools, mission, model, moral behavior, moral character development, moral development, outcomes, performance, planning, problem areas, research, school leadership, shared values, sports, student athletes, student-athlete character education model, terminal objectives, vision, winning, youth sports programs
Abstract
Student athletes frequently demonstrated attitudes and behaviors that were disrespectful, irresponsible, and intimidating, when they could have chosen to think critically and behave morally. The learning community stakeholders were fearful that they would lose their high school because of increasing behavioral problems and decreasing enrollment. Over a 10-year period, these stakeholders had observed increased behavioral problems and a 50% decline in enrollment in the high school. The stakeholders believed that lack of discipline, especially in the student-athlete population, drove the behavioral problems and the enrollment crisis. Case studies identified three primary problem areas: the educational leadership, the school, and the athletic department.
Research identified probable causes in each of the three problem areas. The educational leadership lacked shared mission, vision, values and goals for the character development of the student-athlete population. The school was not formally teaching student athletes to think critically and behave morally. And the athletic department instruction emphasized winning at the expense of performance and moral character development.
A student-athlete character education model was created for the high school. Strategies for educating, planning, implementing, and measuring outcomes in each of the three problem areas were developed to reduce disrespectful, irresponsible, and intimidating behavior, and increase critical thinking and moral behavior.
Seven terminal objectives were presented and discussed. The terminal objectives are applicable to all of those settings where this model is applied, including elementary, middle, and high schools, as well as youth sports programs.