This action research project implemented and evaluated a seven month character education and conflict resolution strategies program. The study focused on how character education and conflict resolution foster a positive learning environment. Participating were sixth grade students, seventeen girls and thirteen boys, from a diverse population and socioeconomic background in a San Francisco, Bay Area school. Assessments of the program was made through teacher journal entries, student journals and essays, educational contracts, parent surveys, student surveys, parent and faculty memos. The Strategies were comprised of morning meetings, class meetings, conflict resolution Strategies, and character education activities that were tied into the regular curriculum. Activities were related to the six “building blocks” of character-trustworthiness, respect, responsibility, fairness, caring, and citizenship- Assessments revealed student success in academics, improvement in character traits, as well as increased self-image confidence in abilities.
","abstract_html":"<p>This action research project implemented and evaluated a seven month character education and conflict resolution strategies program. The study focused on how character education and conflict resolution foster a positive learning environment. Participating were sixth grade students, seventeen girls and thirteen boys, from a diverse population and socioeconomic background in a San Francisco, Bay Area school. Assessments of the program was made through teacher journal entries, student journals and essays, educational contracts, parent surveys, student surveys, parent and faculty memos. The Strategies were comprised of morning meetings, class meetings, conflict resolution Strategies, and character education activities that were tied into the regular curriculum. Activities were related to the six “building blocks” of character-trustworthiness, respect, responsibility, fairness, caring, and citizenship- Assessments revealed student success in academics, improvement in character traits, as well as increased self-image confidence in abilities.</p>","abstract_has_math":false,"creators":["Heydari, Faranz"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2000,"date_issued":"2000-01-01T08:00:00Z","date_published":"2000-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:12Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/133","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Heydari, Faranz"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/133"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This action research project implemented and evaluated a seven month character education and conflict resolution strategies program. The study focused on how character education and conflict resolution foster a positive learning environment. Participating were sixth grade students, seventeen girls and thirteen boys, from a diverse population and socioeconomic background in a San Francisco, Bay Area school. Assessments of the program was made through teacher journal entries, student journals and essays, educational contracts, parent surveys, student surveys, parent and faculty memos. The Strategies were comprised of morning meetings, class meetings, conflict resolution Strategies, and character education activities that were tied into the regular curriculum. Activities were related to the six “building blocks” of character-trustworthiness, respect, responsibility, fairness, caring, and citizenship- Assessments revealed student success in academics, improvement in character traits, as well as increased self-image confidence in abilities.
"]},{"key":"dc:title","label":"Title","values":["How Character Education and Conflict Resolution Strategies Foster a Positive Learning Environment"]}]}],"canonical_facts":{"dc:creator":["Heydari, Faranz"],"dc:description.abstract":["This action research project implemented and evaluated a seven month character education and conflict resolution strategies program. The study focused on how character education and conflict resolution foster a positive learning environment. Participating were sixth grade students, seventeen girls and thirteen boys, from a diverse population and socioeconomic background in a San Francisco, Bay Area school. Assessments of the program was made through teacher journal entries, student journals and essays, educational contracts, parent surveys, student surveys, parent and faculty memos. The Strategies were comprised of morning meetings, class meetings, conflict resolution Strategies, and character education activities that were tied into the regular curriculum. Activities were related to the six “building blocks” of character-trustworthiness, respect, responsibility, fairness, caring, and citizenship- Assessments revealed student success in academics, improvement in character traits, as well as increased self-image confidence in abilities.
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