scholarly journals Participation Experiences and Civic Concepts, Attitudes and Engagement: Implications for Citizenship Education Projects

2003 ◽  
Vol 2 (3) ◽  
pp. 430-445 ◽  
Author(s):  
Isabel Menezes
Keyword(s):  
Secondary Students ◽  
Civic Education ◽  
Citizenship Education ◽  
Educational Achievement ◽  
Positive Impact ◽  
International Association ◽  
Adult Life ◽  
Age Variations ◽  
Upper Secondary ◽  
Education Projects

This article considers participation experiences of 14 year-old and upper secondary students in six European countries that were involved in the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study: the Czech Republic, Norway, Portugal, Slovenia, Sweden and Switzerland, countries that vary in their history of institution of democratic regimes. Participation has been considered as a crucial dimension of citizenship, and experiences within civil society are viewed as a relevant opportunity for developing personal and social resources essential for the survival and expansion of democracy. Additionally, participation experiences in adolescence seem to be a good predictor of political engagement during adult life. Results show that participation is most evident in organisations that provide enrichment activities (sports, music, computers), but both 14 year-old and upper secondary students are involved in voluntary activities, in some civic-related organisations (mainly Scouts, religious affiliated and environmental), and in experiences within the school (with student councils and school newspapers at the top). However, cross-national and cross-age variations are significant. Overall, there seems to be a positive impact of the frequency of students' involvement on civic concepts, attitudes and engagement, but results also reveal that more is not necessarily better. The most relevant implication for the development of citizenship education projects is that ‘action’ can be a powerful learning tool but only if it is intentionally designed and systematically supported: the quality of participation experiences, both in terms of meaningful involvement, of interaction with (different) others, and opportunities for personal integration, is therefore crucial if the goal is to promote the personal empowerment and social pluralism on which the essence of democracy relies.

On the Dimensionality of the Cognitive Test Used in the IEA Civic Education Study: Analyses and Implications

2003 ◽  
Vol 2 (3) ◽  
pp. 370-383 ◽  
Author(s):  
Roumiana Nikolova ◽  
Rainer H. Lehmann
Keyword(s):  
Secondary Students ◽  
Civic Education ◽  
International Association ◽  
Cognitive Test ◽  
Economic Literacy ◽  
Test Analysis ◽  
Civic Knowledge ◽  
Upper Secondary ◽  
Education Study

The second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study was designed to measure dimensions of civic knowledge among 14 year-old and upper secondary students across diverse educational systems. One of the major aims of the study on upper secondary students was to attain sufficient commonality with the test instrument for the 14 year-olds in order to facilitate meaningful cross-population references. This requirement could be successfully achieved by including a substantial number of (anchor) items from the test for the younger group, yet leaving room for more difficult items. In addition, the test for the upper secondary students included the newly introduced domain of economic literacy. The quality of the test has been assured through confirmatory factor analysis; analysis of item-by-country interaction and Item Response Theory (IRT) based analyses of item fit within and across countries. Preceded by a short review of previous research on civic knowledge as well as a brief description of the IEA test for the 14 year-olds, this article then focuses more explicitly on some methodological aspects of the test of civic knowledge and economic literacy in the IEA Civic Education Study for upper secondary students. It describes the structure of the test, including three examples of items covering different levels of civic knowledge. Furthermore, the quality of the test is discussed in some detail, referring to the main test analysis procedures. Finally, the test analysis results are briefly discussed, followed by a note of caution, as well as some insights into the relationship of civic knowledge and gender among adolescents.

scholarly journals Students' Concepts of Democracy

2003 ◽  
Vol 2 (3) ◽  
pp. 396-409 ◽  
Author(s):  
Vera Husfeldt ◽  
Roumiana Nikolova
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Civic Education ◽  
Educational Achievement ◽  
International Association ◽  
School Students ◽  
Upper Secondary ◽  
Confirmatory Factor ◽  
Education Study ◽  
Concepts Of Democracy

In addition to assessing the civic knowledge and skills of adolescents, examining students' concepts of democracy was an important aspect of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study. Based on theories and previous research with adults and youth in this area, a set of survey items was developed to cover several models of democracy. In the 1999 IEA Civic Education Study of 14 year olds, the confirmatory factor analysis showed one factor with items relating to the generic or rule of law model. A second factor, participatory democracy, did not meet IEA scaling standards. In contrast, confirmatory factor analysis of upper secondary school students' data revealed a three-factor solution for the democracy items, suggesting that they have more differentiated concepts of democracy than 14 year olds.

The Old and New Face of Civic Education: Expert, Teacher, and Student Views

2003 ◽  
Vol 2 (3) ◽  
pp. 446-454 ◽  
Author(s):  
Heinrich Mintrop
Keyword(s):  
Social Movements ◽  
Critical Thinking ◽  
Civic Education ◽  
Community Organizing ◽  
Educational Achievement ◽  
International Association ◽  
Political Activity ◽  
Expert Teacher ◽  
The Social ◽  
Teachers And Students

Using the representative database of the Second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study, this article takes a look at civic education through the lens of expert scholars, teachers, and students. The data reveals that, as some of the experts reported, political interest is not pervasive among students and classrooms are not places where a culture of debate, controversy, and critical thinking flourishes for students. But things have changed if civic education was primarily an imparting of facts about national history and the workings of the political system. As for teachers, now the discourse of rights and the social movements associated with it top the list of curricular concerns. Large majorities of teachers share with national scholars a conceptualization of civic education as critical thinking and value education, repudiating knowledge transformation as ideal, and they recognize the wide gulf that exists between these ideals and reality. As for many students, political disinterest notwithstanding, forms of participation born out of social movements and community organizing are the preferred channels of political activity. And yet, it seems the experts have a point: the field is not where it should be.

scholarly journals Introduction

2003 ◽  
Vol 2 (3) ◽  
pp. 363-365 ◽  
Author(s):  
Isabel Menezes
Keyword(s):  
Civic Education ◽  
Educational Achievement ◽  
International Association ◽  
Second Phase ◽  
General Study ◽  
Education Project

The articles assembled in this issue of EERJ represent a considerable amount of consistent knowledge on civic education across Europe. They were produced as a variety of particular studies developed by some of the 20 countries that participated in the International Association for the Evaluation of Educational Achievement (IEA) International Civic Education Project, initiated in 1994. This set of studies followed, re-examined or expanded the results of the second phase of the general study, looking at particular dimensions, combining or expanding aspects worked within the study, now focused on more restricted universes, or confined to more specific dimensions

scholarly journals Considering the limits of a knowledge-based school-centered quality evaluation of citizenship education projects

2010 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Cristina Azevedo ◽  
Isabel Menezes
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Large Scale ◽  
School Context ◽  
Social Resources ◽  
Civic Knowledge ◽  
Knowledge Based ◽  
School Based ◽  
Education Projects ◽  
The Impact

Participation experiences, particularly in the school context, have been considered a crucial opportunity for developing personal and social resources for citizenship involvement. However, the impact of these experiences needs to be considered. The IEA Civic Education Study (1994-2002) is an example of a large-scale study that made an enormous effort for evaluating quality and efficacy of civic education in various countries; however, the very nature of the research results in over-emphasizing civic knowledge. This paper intends to critically analyze the limits of a knowledge-based approach to school citizenship education projects. Assuming an ecological-developmental perspective, that views life contexts as a locus for action and interaction with different others, we argue that both the design and evaluation of school-based citizenship education projects should extend beyond the school to include other contextual dynamics and others active actors who support the students' learning from participation.

What’s the problem? Investigation of Dutch policy statements in search of causes of stagnating citizenship education

2019 ◽  
Vol 15 (3) ◽  
pp. 197-212
Author(s):  
Anneke Meester-van Laar ◽  
GD Bertram-Troost ◽  
J Hoogland ◽  
DJ de Ruyter
Keyword(s):  
Citizenship Education ◽  
Educational Achievement ◽  
International Association ◽  
Dutch Government ◽  
Policy Theory ◽  
Dutch Policy ◽  
Education Study ◽  
Policy Statements ◽  
The Government ◽  
Insight Into

Based on the findings of the International Civic and Citizenship Education Study, the International Association for the Evaluation of Educational Achievement notes in 2010 that the development of citizenship education is stagnating. In response to this stagnation, some countries, including the Netherlands, are tempted to act more prescriptively in matters of citizenship education. Prior to and in the interest of the search for a solution, we think it is first and foremost important to gain insight into the extent to which the Dutch policy on citizenship education itself contributes to the stagnation. Reconstruction of the policy theory (as a part of document analysis) is used as a method to analyse the various policy statements. Our analysis demonstrates that there are sufficient indications to state that what the Dutch government wants and why is unclear and that there are specific normative beliefs underlying the policy which may conflict with beliefs of the implementers. We assume that the indicators found are not conducive to enable or motivate school leaders to implement the policy as desired by the government.

scholarly journals Critical Cosmopolitan Citizenship Education and the Ontario Curriculum

2019 ◽  
Vol 2 (1) ◽  
pp. 77-96
Author(s):  
Taciana De Lira e Silva
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Critical Discourse Analysis ◽  
Secondary Students ◽  
Civic Education ◽  
21St Century ◽  
Citizenship Education ◽  
Active Involvement ◽  
English Literacy ◽  
Cosmopolitan Citizenship

Critical cosmopolitan citizenship education is a transformational approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. This study’s objective was to inquire about how Ontario’s official curriculum guides educators to prepare secondary students (Canadian born and those new to Canada) to become effective citizens of the 21st century. A critical discourse analysis was conducted to investigate the Ontario Ministry of Education’s (OME) approach to citizenship education within the frameworks of critical pedagogy and cosmopolitan citizenship education that encourage educators and students to respect human rights and become active citizens who strive towards peace and sustainability. The discourse analysis included two curriculum documents: (1) The Ontario curriculum grades 9 and 10: Canadian and World Studies (OME, 2018), which addresses civic education, and (2) The Ontario Curriculum Grades 9 to 12: English as a Second Language and English Literacy Development (OME, 2007), which prepares newcomers to improve their English proficiency. The findings confirm that the discourse produced by these documents aims to develop students’ understanding of the global world, but does not necessarily prepare them to act for the betterment of the planet. The findings further indicate that citizenship education in the 21st century should dissociate from a nation-centered approach and focus on preparing students for global citizenry.

Profiles of adolescents’ civic attitudes in sixteen countries: Examining cross-cohort changes from 1999 to 2009

2020 ◽  
Vol 15 (2) ◽  
pp. 79-96
Author(s):  
Carolyn Barber ◽  
Jessica Ross
Keyword(s):  
Civic Education ◽  
Western Europe ◽  
Educational Achievement ◽  
International Association ◽  
Political Process ◽  
Civic Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Citizenship Norms ◽  
Using Data

The purpose of this study is to examine profiles of students’ attitudes toward citizenship norms and inclusiveness in the political process, focusing on changes in the frequency of particular profiles and in the strength of predictors across a decade. Using data from 16 countries participating in the 1999 and 2009 International Association for the Evaluation of Educational Achievement civic education studies, we identified five attitudinal profiles. Profiles defined by negative attitudes toward diverse social groups decreased over time, whereas profiles defined by very positive attitudes toward diverse groups increased, particularly in western Europe. Although some post-Communist countries demonstrated trends toward more positive attitudinal profiles, others trended toward profiles defined by weaker citizenship norms. Across countries and cohorts, more positive profiles were associated with stronger school climates and expectations of civic participation.

TEACHER IN CITIZENSHIP EDUCATION LEARNING PROCESS

2018 ◽  
Vol 2 ◽  
pp. 84-92 ◽  
Author(s):  
Ireta Čekse ◽  
Andrejs Geske ◽  
Olga Pole
Keyword(s):  
General Education ◽  
Learning Process ◽  
Citizenship Education ◽  
Work Experience ◽  
Educational Achievement ◽  
International Association ◽  
General Education Curriculum ◽  
School Network ◽  
Student Achievements ◽  
Teachers And Parents

The recent reforms in the Latvian general education curriculum along with a school network reorganization have brought new attention  to the issues related to a teacher education and the level of professionalism in everyday teaching work. Soviet-era education and work experience in diverse political and education systems (under the Soviet rule and after the restoration of independence) are factors that should be taken into account when analyzing the teacher in the citizenship education learning process. For the needs of this Paper, the authors used the data of the IEA ICCS 2016 (International Association for the Evaluation of Educational Achievement International Civic and Citizenship Study 2016) teachers who teach citizenship education-related school subjects (n=249) and their students (N=3224, Grade 8, average age from 13 to 14). To process the data, the authors usedclusters, correlations, regression analysis and descriptive statistics.The aim of this Paper is to study what the teacher is like in the process of citizenship education. The findings allow making two conclusions: First, the teacher’s personality, experience and networking skills plays an important role; Second, the popular assumption among both professionals and nonprofessionals  that cooperation between an eighth-grade teachers and parents leads to a better student achievements is false.  

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