Redesigning schools for effective character education through leadership: The case of PRIMED Institute and vLACE
Journal
Journal of Moral Education
ISSN
0305-7240
1465-3877
Date Issued
2023
Author(s)
Juan P. Dabdoub
Aurora Bernal
Marvin W. Berkowitz
Aitor R. Salaverría
Type
text::journal::journal article
Abstract
This paper presents two leadership training programs focused on redesigning schools to promote student character development and advocates for their suitability to promote character education in diverse cultural contexts. This is especially relevant for researchers, practitioners, and policy makers who are searching for replicable interventions to promote character development in schools, particularly in those countries where the character education movement has not arrived yet. It begins with the theoretical framework that lays the groundwork for these kinds of leadership programs. Second, it describes the PRIMED Institute in Character Education (PICE) and the virtual/video-based Leadership Academy in Character Education (vLACE) programs. Finally, it presents seven arguments in favor of these programs responding to the needs of schools in many different countries.
License
Acceso Abierto.
URL License
How to cite
Dabdoub, J. P., Salgado, D., Bernal, A., Berkowitz, M. W., & Salaverría, A. R. (2024). Redesigning schools for effective character education through leadership: The case of PRIMED Institute and vLACE. Journal of Moral Education, 53(3), 558–574. https://doi.org/10.1080/03057240.2023.2254510
Table of contents
Introduction -- Theoretical framework: Backwards design -- PRIMED Institute in Character Education -- vLACE -- Why PICE and vLACE -- Conclusion.