Date of Award

Summer 5-13-2024

Author's School

College of Arts & Sciences

Author's Program

Education

Degree Name

Bachelor of Arts (A.B.)

Restricted/Unrestricted

Unrestricted

Abstract

Recent education reforms to boost school accountability have overlooked the importance of school culture and have prioritized standardized academic achievement. The literature has highlighted the ways in which school culture can improve academic and behavioral outcomes for students, however, very little attention has been paid to the role of moral development in building strong school culture. The literature often neglects iterations of moral development other than character education, such as ethics education, as effective strategies for supporting students and their school environments. In an effort to fill these gaps, this thesis utilizes an auto ethnographic case study to analyze the core components and perceived impacts of the Franklin School’s Ethics program. Through semi-structured teacher interviews, thematic analysis of student artifacts, and a code of the school’s website, findings suggest that an ethics education differs from other forms of character education in its ability to facilitate connections between ethical theory, personal identity, and social action within its curriculum and pedagogy. Through this exploration, this thesis underscores ethics education as a unique strategy for moral development capable of empowering students and nurturing a resilient school culture. Drawing from the findings, the thesis presents recommendations for the integration of ethics education into a variety of school contexts. These recommendations offer a flexible framework for schools to tailor to their specific community needs, thus fostering a more inclusive and morally grounded educational environment.

Mentor

Dr. Rowhea Elmesky

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