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 Analysis of Curricular Content that Urges the Development of Critical Thinking of Pupils in Kosovo Schools

2019 ◽  
Vol 9 (2) ◽  
pp. 48-55
Author(s):  
Mensur Neziri
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Primary School ◽  
Civic Education ◽  
Classroom Activities ◽  
Positive Attitudes ◽  
Interview Guide ◽  
Teachers And Students ◽  
Primary School Pupils ◽  
Mixed Nature

Abstract The development of critical thinking is conditioned by the action of many factors. To highlight this fact, I have focused on the opportunities offered by textbooks, teachers and learning activities for the development of the critical thinking of primary school pupils in Kosovo. The study begins from the idea that recognizing these opportunities opens the way for further improvement. The study was conducted with the participation of teachers and students. The textbooks of the primary school in Kosovo were also studied. The study has descriptive and mixed nature. His descriptive character is related to the description of the possibilities for the critical thinking development in the primary school, and the mixed character of methodology is related to the mixed nature of the collected data: textual facts, teachers’ opinions, learning practice / activities. The design of this research was conducted by combining three main methods: content analysis, interview and observation, by comparing each-other’s results of content analysis (tabs), teacher’s interviews, and observation in classes. This was done by analyzing the content of 24 textbooks (Literary anthology 1-5, Albanian Language 1-5, Civic Education 3-5, History 5, Art 1-5 and Music 1-5), 336 teachers were also interviewed and 336 lessons were observed. To collect data from the textbooks, an internationally recognized instrument for critical thinking has been modified, which is then adapted for the construction of an interview guide as well as for observing classroom activities. The study’s findings are interesting and important: it is noted that: the texts contain considerable opportunities for developing critical thinking, teachers have positive attitudes and classroom activities have useful elements that contribute to the development of critical thinking. Also, there are some differences from text to text, from teacher to teacher, and from one lesson to another. The study conclusions are descriptive and show which texts, opinions, and activities develop more critical thinking and which ones need further review and improvement. We come to some useful conclusions for both curriculum compilers (authors and publishers), their implementers, and inspectors.

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.

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.

Measurement Invariance in Comparing Attitudes Toward Immigrants Among Youth Across Europe in 1999 and 2009

2017 ◽  
Vol 47 (4) ◽  
pp. 687-728 ◽  
Author(s):  
Ingrid Munck ◽  
Carolyn Barber ◽  
Judith Torney-Purta
Keyword(s):  
Measurement Invariance ◽  
Civic Education ◽  
Educational Achievement ◽  
International Association ◽  
Secondary Analysis ◽  
Large Data ◽  
Data Sets ◽  
Data Set ◽  
Positive Attitudes ◽  
Education Study

This study applies the alignment method, a technique for assessing measurement equivalence across many groups, to the analysis of adolescents’ support for immigrants’ rights in a pooled data set from the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study and the 2009 IEA International Civics and Citizenship Education Study. We examined measurement invariance across 92 groups (country by cohort by gender), finding that a five-item scale was statistically well-grounded for unbiased group comparisons despite the presence of significant noninvariance in some groups. Using the resulting group mean scores, we compared European youth’s attitudes finding that female students had more positive attitudes than did male students across countries and cohorts. An analysis of countries participating in both studies revealed that students in most countries demonstrated more positive attitudes in 2009 than in 1999. The alignment methodology makes it feasible to comprehensively assess measurement invariance in large data sets and to compute aligned factor scores for the full sample that can update existing databases for more efficient further secondary analysis and with metainformation concerning measurement invariance.

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.

Civic Knowledge, Civic Skills and Civic Engagement

2003 ◽  
Vol 2 (3) ◽  
pp. 384-395 ◽  
Author(s):  
Carmine Maiello ◽  
Fritz Oser ◽  
Horst Biedermann
Keyword(s):  
Civic Engagement ◽  
Civic Education ◽  
Classroom Climate ◽  
Educational Achievement ◽  
International Association ◽  
Related Factors ◽  
Civic Knowledge ◽  
Standard Population ◽  
Civic Skills ◽  
Perception Process

In this article the authors suggest that civic skills and civic knowledge are key components of the political information perception process and try to determine the differential effects of these variables on civic engagement. Starting from a model proposed by Torney-Purta, Lehmann, Oswald & Schulz, they developed an alternative model to explain the likelihood to vote in the International Association for the Evaluation of Educational Achievement Civic Education Study Standard Population of 14 year-olds tested in 1999. Results indicate that home environment and school-related factors predict civic knowledge and skills equally well. However, the direct effects of civic knowledge on likelihood to vote appear to be stronger than the corresponding effects of civic skills in 23 out of 28 countries. The evaluation of total effects highlights the meaning of an open classroom climate for discussion with reference to the likelihood to vote.

THE USE OF CRITICAL THINKING AGAINST FAKE NEWS

2020 ◽  
Author(s):  
Alexandra-Niculina Babii
Keyword(s):  
Critical Thinking ◽  
Critical Discourse Analysis ◽  
Daily Basis ◽  
Informal Logic ◽  
Critical Discourse ◽  
Fake News ◽  
Digital Era ◽  
The Social ◽  
Legal Sanctions ◽  
The One

The digital era has determined a very easy creation and propagation of fake news. As a consequence, it has become harder for people to fight this malicious phenomenon. However, the only weapon that can have results in this informational war is critical thinking. But who should use it? The creators of fake news that do this for different reasons? The social platforms that allow the circulation of fake news with ease? Mass media which does not always verify with much attention and rigour the information they spread? The Governments that should apply legal sanctions? Or the consumer that receives all the fake news, him being the final target? Even if critical thinking would be useful for every actor on fake news’ stage, the one who needs it the most is the consumer. This comes together with the big responsibility placed on his shoulders. Even if others are creating and spreading disinformation, the consumer must be aware and be careful with the information he encounters on a daily basis. He should use his reasoning and he should not believe everything just because it is on the Internet. How can he do that? Critical thinking seems to be a quite difficult tool to use, especially for non-specialized individuals. This paper’s aim is to propose a simplified model of critical thinking that can contribute to detecting fake news with the help of people’s self judgement. The model is based on theories from Informal Logic considering the structure of arguments and on Critical Discourse Analysis theories concerning the patterns found in the content of the information.

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