RQ1. What are the essential elements of CB?
As reported in the last newsletter, data showed that every school had a very long list of desired student characters, but we found no clearly stated definition of what CB is and what character means. Schools believed that good character would bring good outcomes, but they were unable to tell clearly what makes a character desirable to develop, and what are the benefits these good characters would bring. Most schools have a very long list of characters to promote, which means each element of character will receive limited input from school. The effects of CB on the many elements that schools wish to cover is likely to be minimal. This phenomenon is just as messy as the whole world’s character education literature: the lack of a clear definition, covering too many elements (researchers have listed over 200), a lack of focus, limited support, and very little evaluation.