ABSTRACT
Today’s teachers nd themselves in a challenging position. Within the context of high stakes testing, much discussion seems to focus on how much teachers have on their gurative plates and what needs to be on the plate in order to improve student achievement. At the same time, there is growing interest nationally in viewing character education as the plate on which to rest the teacher’s efforts for educating the whole child. How does the teacher create the plate? In other words, how are teachers acquiring the skills, knowledge, and dispositions to be effective character educators?
