Browsing by Subject "Character Education"
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Item A Study Of Texas Youth Livestock Exhibitors Knowledge Within The Constructs Of The Quality Counts Assessment(2013-08-09) Ragland, J. DerrickA Study Of Texas Youth Livestock Exhibitors Knowledge Within The Constructs Of The Quality Counts Assessment. (August 2013) J. D. Ragland, B.S., M. S. Chairman of Advisory Committee: Dr. Steve Fraze. The purpose of this study was to examine the effectiveness of the current Quality Counts program and assessment. This on-line training and assessment is a required program of completion for all youth exhibiting livestock at all major livestock shows in Texas. The studies additional purposes was to evaluate assessment results of participants within their respected age groups and club affiliation, and to identify their relationships of the four program objectives as well as the three research objectives outlined for this study to determine where curriculum improvements maybe needed. It was concluded that the Quality Counts program needs revision to be a more effective tool for youth exhibiting livestock.Item The relationship between emotional intelligence, character, and leadership traits in the members of the Texas 4-H Council(2009-06-02) Leech, Kalico KarrThe purpose of this study was to determine whether higher levels of 4-H leadership positively correlate with higher levels of emotional intelligence. Also, this study sought to determine whether the Texas 4-H program enhances emotional intelligence through their character education program. A final purpose was to determine if these traits were reflected in the leadership of the 2005-2006 Texas 4-H Council. When character development variables were measured against gender, only three were found to be significantly different. There was also little significance when the character development variables were measured against the type of school (public, private, home) the Council members attended. There was no relationship between character development and years in the 4-H program. The Total EQ score obtained by the Texas 4-H Council members was about average (97). Usually a score in this range is obtained by a group that functions very well in some or most areas of emotional intelligence. A score of 100 represents effective emotional functioning. Overall, females on Council had higher scores for all five of the Emotional Quotient domains and, therefore, for the Total Emotional Quotient score. There was no relationship between emotional intelligence and years in the 4-H program and no difference in character education and emotional intelligence levels for Texas 4-H Council officers versus Texas 4-H Council members. However, the author did find that there was a positive relationship between character education and emotional intelligence.Item The Values of Immigrant Students on Citizenship as a Trait of Character Education(2014-04-17) Obamehinti, FeyiThe purpose of this study was to examine the values of immigrant students on citizenship as a trait of character education in accordance to Texas Education Code 29.906 in a high school setting. The study examined the perception of immigrant students who are in their first three years in U.S. schools on what shaped their understanding on citizenship as responsible members of society. Citizenship is one of the nine traits of character education in accordance to Texas Education Code 29.906. Data for the study was gathered from immigrant students at Hurst-Euless-Bedford (HEB) Independent School District, Euless, Texas. Furthermore, the study examined how immigrant students defined character in relation with citizenship. The gathered data provided a cultural sensitivity lens for curricula design and implementation in character education. The analysis of data collected from 45 immigrant students at HEB ISD was restricted to the national framework, What Works Clearinghouse (WWC). The analysis was used to make connections between two or more variables to determine important relationships that were not predicted. The national framework WWC provided a critical lens to analyze the data collected by categorizing outcome measures assessed in the study. Student responses ranged from cognitive, affective and behavioral categories. The cognitive category provided the understanding and ability to be able to reason about character concepts as well as academic content. The affective category provided the relation to attitudes, emotions, motives, and beliefs about what is important and the behavioral category provided the foundation of acting on understandings and beliefs. The research findings for this study included: 1. Most students (91%) ? defined character and related it with citizenship based on their understandings. 2. A small minority (9%) of students defined character in relation to a character in a storybook. 3. Students? understanding of character as a trait of citizenship is influenced by the values and culture of their country of origin. 4. The values of honor, hierarchy, gender roles, patriarchal and form of greetings shape immigrant students? understanding of citizenship as responsible members of society. 5. The integrated approach adopted by Hurst-Euless-Bedford Independent School District to character education is preparing immigrant students for citizenship. 6. Immigrant students have a broader understanding of being a responsible member of society than their non-immigrant peers.