Exploration of Civic Education in the K-12 Christian School Environment

2021 ◽  
pp. 1-17
Author(s):  
Alex R. Lin
Keyword(s):  
Civic Education ◽  
School Environment ◽  
Christian School ◽  
K 12

The American K-12 School Violence Incident

2019 ◽  
pp. 1-51 ◽  
Author(s):  
Gordon A. Crews ◽  
Garrison A. Crews
Keyword(s):  
United States ◽  
School Violence ◽  
School Environment ◽  
The United States ◽  
Research Project ◽  
K 12

The authors give an overview of a research project that examined in detail 106 characteristics of 78 school violence incidents that occurred in the United States between 1979 and 2011. The result is an extensive overview of the location, date, and time of school violence incidents; the school environment in which violence occurred; the school violence incident itself; the characteristics of the perpetrators involved; characteristics of weapons used; and injuries incurred. The authors pose to the reader six major findings of the characteristics of K-12 school violence incidents in the United States which they argue must be considered as we move forward in dealing with this issue.

scholarly journals PENGARUH MOTIVASI BELAJAR, MANAJEMEN KELAS DAN IMPLEMENTASI PROJECT BASEC LEARNING TERHADAP HASIL BELAJAR PENDIDIKAN KEWARGANEGRAAN.

2022 ◽  
Vol 13 (1) ◽  
pp. 26-39
Author(s):  
Sadaria Tamba ◽  
Pujianto Yugopuspito
Keyword(s):  
Classroom Management ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Student Learning Outcomes ◽  
Positive Influence ◽  
Learning Motivation ◽  
Christian School ◽  
Class Viii ◽  
Positive Effect

This study aims to show the positive effect of learning motivation on learning outcomes, the positive influence of classroom management on learning outcomes, the positive influence of project based learning (PBL) implementation on learning outcomes in Civic Education lessons in class VIII SMPS Harvest Christian School Tangerang. The research method used is descriptive analysis method that involved the entire population, namely 26 respondents in class VIII SMPS Harvest Christian School Tangerang. Data was collected using a survey method in the form of a closed questionnaire and a test in the form of a rubric. Data analysis used descriptive statistics, with inferential statistics, and hypothesis testing using SmartPLS version 3.0. This study shows that (a) learning motivation has a positive effect on student learning outcomes; (b) classroom management has a positive effect on student learning outcomes; c) PBL implementation has a positive effect on student learning outcomes in Civic Education learning.  

scholarly journals Engaging Students in Art Beyond the K-12 School Environment

2014 ◽  
Author(s):  
Melanie Ducharme
Keyword(s):  
Sense Of Community ◽  
Group Work ◽  
School Environment ◽  
Community Organization ◽  
Learning Experience ◽  
Cooperative Group ◽  
Common Goal ◽  
Community Based ◽  
Work Of Art ◽  
K 12

<p>This purpose of this thesis is to investigate a unit of instruction for a mural project with a community organization.</p> <p>The question I sought to answer through this research was: How can I design a unit of instruction in collaboration with a local organization that will potentially engage students in a community-based work of art while also promoting a sense of community among the students?</p> <p>Though this thesis research, I learned to collaborate with an organization to create a hypothetical unit of instruction. Also, I wanted to discover how I can create a learning experience that is engaging and personally meaningful to students. The unit of study that I created is inquiry-based towards sparking the interest of students through open-ended questioning. I designed lessons that involved cooperative group work where students would work towards a common goal. This thesis will show that cooperative group work has the potential to develop a sense of community among students while meeting the needs of a community organization.</p>

scholarly journals La educación física como fortalecimiento de valores ciudadanos para la convivencia (Physical education as a strengthening of citizen values for coexistence)

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 285-294
Author(s):  
Felix Giovanni Cañon Salinas ◽  
Mario Alberto Villarreal Angeles
Keyword(s):  
Physical Education ◽  
Citizen Participation ◽  
Civic Education ◽  
School Environment ◽  
Social Life ◽  
Action Plan ◽  
Quantitative Methodology ◽  
School Students ◽  
Civic Values ◽  
Observation Plan

  Esta investigación surge de la problemática que se enfrentan ante la pérdida de valores entre los jóvenes y la necesidad de mejorar su comportamiento, empleado el área de Educación Física como estrategia para el fortalecimiento de los valores ciudadanos y la convivencia en instituciones educativas oficiales de Ibagué, Colombia. El propósito del estudio fue conocer el nivel de actitud y percepción que tienen los estudiantes de básica secundaria con relación a la práctica de valores al momento de la clase y poder precisar la contribución de la Educación Física en su consolidación y fortaleza y, así construir, un plan de acción para que el ejercicio de valores ciudadanos sea cotidiano, tanto en la clase como en el entorno escolar y en su vida social. Empleado una metodología de carácter cualitativo - cuantitativo con enfoque ciberetnográfico, a través de un plan de auto-observación, se pudo detectar comportamientos en formación de valores de los estudiantes de sexto a noveno grado, frente a los patrones de formación ciudadana expresados al recibir clases de educación física. Los resultados indican una actitud positiva hacia la asignatura, percibiendo la práctica de los valores de honestidad, respeto, transparencia, responsabilidad, tolerancia, justicia y participación ciudadana, entre otros, como las principales convicciones que vienen determinado su forma de ser y orientan su comportamiento social; situación que se vigoriza con las actividades desarrolladas en clase y consolidadas con un plan de acción liderado por todos los docentes para la utilización de alternativas pedagógicas que sustenten una formación ciudadana integral.  Summary. This research arises from the problem faced by the loss of values among young people and the need to improve their behavior, using the area of physical education as a strategy to strengthen citizen values and coexistence in official educational institutions of Ibagué, Colombia. The purpose of the study was to know the level of attitude and perception that elementary school students have in relation to the practice of values at the time of class and to be able to specify the contribution of physical education in its consolidation and strength and, thus, build, an action plan so that the exercise of civic values is daily, both in the classroom and in the school environment and in their social life. Employed a qualitative-quantitative methodology with a cybernetic approach, Through a self-observation plan, it was possible to detect behaviors in the formation of values of students from sixth to ninth grade, compared to the patterns of citizenship formation expressed when receiving physical education classes. The results indicate a positive attitude towards the subject, perceiving the practice of the values of honesty, respect, transparency, responsibility, tolerance, justice and citizen participation, among others, as the main convictions that determine their way of being and guide their behavior. Social; a situation that is invigorated with the activities developed in class and consolidated with an action plan led by all teachers for the use of pedagogical alternatives that support a comprehensive civic education.

scholarly journals Civic Education in United States: A Multiple Regression of Civic Education Scores from the National Assessment of Educational Progress

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Bonnie L. Bittman ◽  
William B. Russell
Keyword(s):  
Student Performance ◽  
Civic Education ◽  
Economic Status ◽  
Analysis Tool ◽  
Educational Progress ◽  
National Assessment ◽  
12Th Grade ◽  
Current Events ◽  
Statistical Analysis Tool ◽  
K 12

Social studies teachers instruct their students through a variety of instructional pedagogies. Social science education researchers have called for K-12 teachers to transition away from a traditional lecture format and move towards a format that encourages critical thinking. Classroom debates of controversial issues are a common method by which teachers engage students in higher-order thinking. This research study utilizes the 2010 National Assessment of Educational Progress (NAEP) 12th grade civics assessment (n = 9,800) to identify instructional techniques that improve student’s score. Utilizing the NAEP Data Explorer online statistical analysis tool, a linear regression was conducted examining the effects of race, socio-economic status, instructional pedagogies, and access to newspapers and computers on student performance. Results show that discussing current events, at any frequency, increases student performance. Students who participated in classroom debates once or twice a month or less also improved. African-American and Hispanic students scored lower, as did students who qualified for free and reduced lunches. This study suggests that the inclusion of current events should be encouraged civics classes.

The American K-12 School Violence Incident

2021 ◽  
pp. 207-256
Author(s):  
Gordon A. Crews ◽  
Garrison A. Crews
Keyword(s):  
United States ◽  
School Violence ◽  
School Environment ◽  
The United States ◽  
Research Project ◽  
K 12

The authors give an overview of a research project that examined in detail 106 characteristics of 78 school violence incidents that occurred in the United States between 1979 and 2011. The result is an extensive overview of the location, date, and time of school violence incidents; the school environment in which violence occurred; the school violence incident itself; the characteristics of the perpetrators involved; characteristics of weapons used; and injuries incurred. The authors pose to the reader six major findings of the characteristics of K-12 school violence incidents in the United States which they argue must be considered as we move forward in dealing with this issue.

Understanding Cyberbullying and Where We Go From Here

2021 ◽  
pp. 380-402
Author(s):  
Sabrina Brandon Ricks
Keyword(s):  
Case Studies ◽  
School Environment ◽  
Age Group ◽  
School Employees ◽  
Safe School ◽  
The Past ◽  
Societal Challenges ◽  
Current State ◽  
State Of Affairs ◽  
K 12

Cyberbullying has become a recent threat to the K-12 age group over the past couple of decades. Per the author, this chapter addresses ways to define cyberbullying, the history regarding when it emerged and current societal challenges, recognition and advancements of regulations, and the introduction of local laws, challenges with enforcing regulations, and recovery efforts to ensure students can move forward in a healthy and safe school environment. There are a few case studies throughout the chapter that demonstrate the dangers of cyberbullying and further exemplify the aforementioned points. Finally, the chapter offers information that allows readers to grasp the concept of cyberbullying, understand the current state of affairs and determine how each individual, including students, parents, school employees, and others, can play a role in recognizing, addressing, and preventing this issue.

Democratic Innovation in K-12 Education

2018 ◽  
pp. 43-66
Author(s):  
Albert W. Dzur
Keyword(s):  
Service Learning ◽  
Civic Education ◽  
Curriculum Design ◽  
Institutional Governance ◽  
Democratic Schools ◽  
The Social ◽  
Student Power ◽  
The 1960S ◽  
Barriers To Growth ◽  
K 12

Civic engagement and service learning are now part of mainstream American education, but such programs are normally embedded in hierarchical, rule-bound, and inegalitarian institutions. Even while called to service outside, most students are excluded from meaningfully shaping the social environment inside their schools. This chapter examines schools embracing a different model. Democratic schools involve students in curriculum design, teaching, and institutional governance. Regular all-school advisory meetings, student-led inquiry, peer juries, and other forms of participatory conflict resolution are common in these schools. Historically linked to progressive education reforms and to student power efforts in the 1960s, contemporary democratic innovators in mainstream K-12 education are motivated by three factors seen as under threat: professional identity, academic engagement, and genuine civic education. Drawing on interviews with teachers and principals working in democratic schools across different regions, this chapter describes barriers to growth as well as available resources for sustaining long-term reform.

Untangling Plyler's Legacy: Undocumented Students, Schools, and Citizenship

2015 ◽  
Vol 85 (3) ◽  
pp. 318-341 ◽  
Author(s):  
Roberto G. Gonzales ◽  
Luisa L. Heredia ◽  
Genevieve Negrón-Gonzales
Keyword(s):  
Civic Education ◽  
Educational System ◽  
Immigrant Students ◽  
Undocumented Students ◽  
The United States ◽  
Undocumented Immigrant ◽  
Supreme Court Ruling ◽  
Undocumented Youth ◽  
States Experience ◽  
K 12

In this article, Roberto G. Gonzales, Luisa L. Heredia, and Genevieve Negrón-Gonzales present a nuanced assessment of how undocumented immigrant students in the United States experience the public educational system. Though the landmark 1982 Supreme Court ruling Plyler v. Doe has resulted in hundreds of thousands of undocumented children being educated in US K–12 schools, much of Plyler's promise still eludes them. Drawing data from multiple studies conducted with undocumented youth in California, the authors argue that schools perform three critical social functions—as integrators, as constructors of citizenship, and as facilitators of public and community engagement—that shape the educational experiences and political and civic participation of undocumented immigrant youth. They suggest that while schools hold the potential to engender a sense of belonging and membership for undocumented immigrant students, they often fall short of this promise. The authors argue that constrained resources in school districts that serve large concentrations of students of color, school structures that sort and deprioritize students in lower academic tracks, and modes of civic education that do not allow undocumented students to participate equally in society or view themselves as equal members of the citizenry limit the potential for schools to create positive educational and civic experiences for undocumented youth. In addition to inequalities in the educational system, undocumented students' immigration status constrains their interaction in each school function, limiting the realization of Plyler's promise.

Sign in / Sign up

Export Citation Format

Share Document