Francis, LJ, Pike, MA, Lickona, T et al. (2 more authors) (2018) Evaluating the pilot Narnian Virtues Character Education English Curriculum Project: a study among 11- to 13-year-old students. Journal of Beliefs and Values, 39 (2). pp. 233-249. ISSN 1361-7672
Abstract
In order to evaluate the impact of the pilot Narnian Virtues Character Education English Curriculum Project, a pilot sample of 86 year 7 and year 8 students (11 to 13 years of age) completed a battery of tests both before and after participating for six weeks in the programme. The battery of tests comprised 12 Narnian Character Virtue Scales (NCVS) (to assess the degree to which students saw themselves as behaving virtuously), the Knowledge Index of Narnian Character Virtues (KINCV) (to assess knowledge of virtues gained during the programme), and established measures of personality, happiness, self-esteem, empathy, and religious affect (as control variables). Mean scores were significantly higher at the end of the programme on the KINCV, but on none of the 12 NCVSs, and on none of the control variables. These data suggest that the Narnian Virtues Character Education English Curriculum Project was successful in enhancing knowledge of virtues but not in changing self-perceived behaviour. These findings are consistent both with the general educational principle that education informs understanding prior to affecting behaviour and also with the expectations of the project – that improving virtue literacy and understanding of virtues precedes the practice of virtues.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 Informa UK limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Beliefs and Values on 8 March 2018, available online: http://www.tandfonline.com/10.1080/13617672.2018.1434604. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Character education, virtues, psychometric, curriculum evaluation |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Funding Information: | Funder Grant number John Templeton Foundation (US) Not Known |
Depositing User: | Symplectic Publications |
Date Deposited: | 10 Apr 2018 11:35 |
Last Modified: | 08 Sep 2019 00:38 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/13617672.2018.1434604 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:129423 |