The purpose of this study was to implement a character education program with a third grade inclusion classroom at Cooper's Poynt School in Camden, New Jersey. This study was conducted in efforts to improve relationships and interpersonal skills using qualitative action research. Character education is a concept that describes implementing moral conduct in schools in order to encourage positive behaviors. Several benefits to character education programs include reduced negative behaviors, a more positive school environment conducive to learning, and higher academic achievement. This study conducted discusses the impacts of a character education program initiated in a third grade inclusion classroom. The use of surveys, students' artifacts, student discussions, students' journals, and the teacher researcher journal pointed to improvement of students' behaviors. The data collected and the implementation of an initial and final survey acknowledged an impact on improvement in a positive nature over the course of the instructional unit.
","abstract_html":"<p>The purpose of this study was to implement a character education program with a third grade inclusion classroom at Cooper's Poynt School in Camden, New Jersey. This study was conducted in efforts to improve relationships and interpersonal skills using qualitative action research. Character education is a concept that describes implementing moral conduct in schools in order to encourage positive behaviors. Several benefits to character education programs include reduced negative behaviors, a more positive school environment conducive to learning, and higher academic achievement. This study conducted discusses the impacts of a character education program initiated in a third grade inclusion classroom. The use of surveys, students' artifacts, student discussions, students' journals, and the teacher researcher journal pointed to improvement of students' behaviors. The data collected and the implementation of an initial and final survey acknowledged an impact on improvement in a positive nature over the course of the instructional unit.</p>","abstract_has_math":false,"creators":["Barbato, Christina M."],"institution":null,"degree_name":"M.S. in Teaching: Collaborative Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-07-16T07:00:00Z","date_published":"2007-07-16T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Inclusive education--New Jersey; Moral education (Primary)--New Jersey","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/805","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["Barbato, Christina M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching: Collaborative Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education--New Jersey; Moral education (Primary)--New Jersey","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/805"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to implement a character education program with a third grade inclusion classroom at Cooper's Poynt School in Camden, New Jersey. This study was conducted in efforts to improve relationships and interpersonal skills using qualitative action research. Character education is a concept that describes implementing moral conduct in schools in order to encourage positive behaviors. Several benefits to character education programs include reduced negative behaviors, a more positive school environment conducive to learning, and higher academic achievement. This study conducted discusses the impacts of a character education program initiated in a third grade inclusion classroom. The use of surveys, students' artifacts, student discussions, students' journals, and the teacher researcher journal pointed to improvement of students' behaviors. The data collected and the implementation of an initial and final survey acknowledged an impact on improvement in a positive nature over the course of the instructional unit.
"]},{"key":"dc:title","label":"Title","values":["Impact of character education on a third grade inclusion classroom"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["Barbato, Christina M."],"dc:date.available":["2016-03-24T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to implement a character education program with a third grade inclusion classroom at Cooper's Poynt School in Camden, New Jersey. This study was conducted in efforts to improve relationships and interpersonal skills using qualitative action research. Character education is a concept that describes implementing moral conduct in schools in order to encourage positive behaviors. Several benefits to character education programs include reduced negative behaviors, a more positive school environment conducive to learning, and higher academic achievement. This study conducted discusses the impacts of a character education program initiated in a third grade inclusion classroom. The use of surveys, students' artifacts, student discussions, students' journals, and the teacher researcher journal pointed to improvement of students' behaviors. The data collected and the implementation of an initial and final survey acknowledged an impact on improvement in a positive nature over the course of the instructional unit.
"],"dc:identifier":["https://rdw.rowan.edu/etd/805"],"dc:subject":["Inclusive education--New Jersey; Moral education (Primary)--New Jersey","Elementary Education and Teaching"],"dc:title":["Impact of character education on a third grade inclusion classroom"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching: Collaborative Teaching"]},"updated_at":"2026-07-24T04:13:40Z"}