Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 16

14 engagement component of the program, grade level, and which campus they attend, to represent the district accurately. Data was gathered through a variety of means to triangulate the data and ensure validity of the results. Data collection measures included 1) focus groups, 2) a thorough review of program data, and 3) an expert panel. Program Overview The Power of Why , an explicit character education program published by Family-Engaged Learning (2015), was the focus of the current study. The program incorporated the study of character traits at school with family engagement strategies at home to provide opportunities for students and families to discuss family values and beliefs at a deeper level. The program also included the discussion of academic topics, which were designed to provide motivation and purpose for learning core subjects. The character education program was embedded into the charter school’s social studies curriculum. After learning about the topics in class, students were instructed to take the assignment page home and complete the at-home portion of the program with a parent or adult family member. The purpose of the multi-layered approach to the program is to teach common values widely held in society, while also allowing a deeper learning at home through discussions that would not be possible in a school setting. The character program is based on a variety of instructional strategies to ensure students are taught explicitly through conversation, composition, discussion, and reflection. Summary of Findings Following the focus group sessions, the following major nodes were identified: program expectations, individualized learning, program benefits, and program challenges and recommendations. The nodes were then broken down further into themes. Table 1 shows the organization of research findings into nodes and themes. Overall, no significant differences were found between high participating groups and low participating groups, with the exception of high participating groups discussing benefits more at length compared to low participating groups. All participants indicated that the charter school should continue developing students in character, with the inclusion of engaging family values and beliefs. Program Expectations Focus group data indicated that an important factor to the efficacy of the program was the communication and comprehension of program expectations. Participants discussed components that were critical to understanding the objective and importance of the program. A foundational piece of the character program is getting to the “why” behind beliefs and learning. When students can discuss the why behind their beliefs and values, or parental and academic expectations, they gain clarification and ownership over what is being taught and why it is important for their lives. Teacher and parent participants made several references to the why behind learning Table 1 Nodes and Themes of the Current Study Program Expectations Individualized Learning Program Benefits Program Challenges and Recommendations Beliefs, Values, and the “Why Factor” Discussion of Character Topics Time Spent Completing Assignments Learning Styles Student Attitude and Motivation Student Grade Level Student Background Behavioral Impact Academic Impact Real-World Application Building Relationships Implementation Student Engagement Family Engagement Overall, no significant differences were found between high participating groups and low Table 1. Nodes and Themes of the Current Study Angela McDonald, EdD