Civic Knowledge, Engagement, and Attitudes Among Lower-Secondary Students in 24 Countries

2022 ◽  
pp. 1394-1436
Author(s):  
Wolfram Schulz
Keyword(s):  
Young People ◽  
Secondary Students ◽  
Civic Participation ◽  
School Principals ◽  
Questionnaire Data ◽  
Civic Knowledge ◽  
Student Data ◽  
Grade 8

The ICCS 2016 study is a continuation and extension of ICCS 2009. The study explored the enduring and the emerging challenges of educating young people in a world where contexts of democracy and civic participation had changed and continue to change. In total, ICCS 2016 is based on test and questionnaire data from more than 94,000 students enrolled in their eighth year of schooling (Grade 8 or equivalent) at more than 3,800 schools in 24 countries. These student data were augmented by contextual questionnaire data from school principals of selected schools and more than 37,000 teachers.

Civic Knowledge, Engagement, and Attitudes Among Lower-Secondary Students in 24 Countries

2019 ◽  
pp. 1-44 ◽  
Author(s):  
Wolfram Schulz
Keyword(s):  
Young People ◽  
Secondary Students ◽  
Civic Participation ◽  
School Principals ◽  
Questionnaire Data ◽  
Civic Knowledge ◽  
Student Data ◽  
Grade 8

The ICCS 2016 study is a continuation and extension of ICCS 2009. The study explored the enduring and the emerging challenges of educating young people in a world where contexts of democracy and civic participation had changed and continue to change. In total, ICCS 2016 is based on test and questionnaire data from more than 94,000 students enrolled in their eighth year of schooling (Grade 8 or equivalent) at more than 3,800 schools in 24 countries. These student data were augmented by contextual questionnaire data from school principals of selected schools and more than 37,000 teachers.

The Ins and Outs: How Principals Can Smooth Transitions Between School and Juvenile Justice Centres

2018 ◽  
Vol 42 (02) ◽  
pp. 158-170
Author(s):  
Sue C. O'Neill ◽  
Therese M. Cumming
Keyword(s):  
Juvenile Justice ◽  
Secondary Students ◽  
Student Outcomes ◽  
Justice System ◽  
Juvenile Justice System ◽  
School Principals ◽  
Young Person ◽  
Leadership Teams ◽  
School Students ◽  
Smooth Transitions

Researchers note that the transitions of secondary students with disability in and out of the juvenile justice system are problematic for both the young person and leadership teams of their sending and receiving schools. Much of the literature focuses on barriers to successful transitions; however, there are some accounts of positive transition practices. In this article, we identify these positive practices and outline the steps school principals and executives involved in transitioning secondary school students with disability in and out of juvenile justice settings can take to smooth the way and improve student outcomes for this vulnerable population.

scholarly journals Young people, family relationships and civic participation

2018 ◽  
Vol 15 (1) ◽  
pp. 82-98
Author(s):  
Esther Muddiman ◽  
Christopher Taylor ◽  
Sally Power ◽  
Kate Moles
Keyword(s):  
Young People ◽  
Family Relationships ◽  
Civic Participation

scholarly journals Does the principal's leadership contribute to teacher job satisfaction at school?

2019 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Nellitawati Nellitawati
Keyword(s):  
Job Satisfaction ◽  
School Principals ◽  
Teacher Job Satisfaction ◽  
Questionnaire Data ◽  
Satisfaction Questionnaire ◽  
Analysis Techniques ◽  
Correlational Research ◽  
Correlation Techniques ◽  
Simple Regression

<p>The purpose of this study was to analyze the contribution of principals’ leadership to teacher job satisfaction. Using quantitative correlational research methods, which will reveal the contribution of each variable. The research sample was 86 teachers. Data collection used two instruments, namely the teacher's job satisfaction questionnaire and the principal’s leadership questionnaire. Data analysis techniques using simple regression and correlation techniques. The results showed that the principal’s leadership significantly contributed to teacher job satisfaction. It can be concluded that the Principal’s leadership is one of the most important factors because it can affect teacher job satisfaction. So that improving the quality of leadership by school principals needs to be improved.</p>

Civic Participation among Young People in Europe

2018 ◽  
pp. 32-46
Author(s):  
Reingard Spannring ◽  
Claire Wallace ◽  
Christian Haerpfer
Keyword(s):  
Young People ◽  
Civic Participation

Performing Arts for Effective Civic Engagement

2015 ◽  
pp. 1654-1670
Author(s):  
Miriam Chitiga
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
Secondary Students ◽  
Program Implementation ◽  
Performing Arts ◽  
Content Delivery ◽  
Civic Knowledge ◽  
Traditional Mode ◽  
Pertinent Information ◽  
Science Curricula

There is a dearth of civic knowledge, skills, dispositions, and interest among pre-and post-secondary students and the general public. Many people are not equipped with the necessary knowledge of American political history, democratic institutions, processes, and civic life needed to allow them to become active, effective, responsible, and empowered citizens and leaders of the future. The traditional mode of incorporating civics in the lecture format in social studies and political science curricula is ineffective. The Performing Arts for Effective Civic Engagement (PAECE) program is a cross-disciplinary, multi-institutional effort that was created to address this problem through creative, entertaining performance-based content delivery that is designed by students. This paper describes the details on the program implementation, evalution, as well as its outcomes, in an effort to disseminate pertinent information for possible replication or adaptation of the model by other institutions. The paper concludes with some implications for higher education institutions.

An Analysis on the Selected Factors Contributing to Science and Mathematics Achievement Among Secondary Students in Two SEAMEO Member Countries

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Roger Awang ◽  
Lay Yoon Fah
Keyword(s):  
Mathematics Achievement ◽  
Secondary Students ◽  
Technological Tools ◽  
8Th Grade ◽  
Timss 2007 ◽  
And Mathematics ◽  
Additional Support ◽  
Better Than ◽  
Grade 8 ◽  
At Home

This paper sets out to examine critically the effects of selected factors contributing to science and mathematics achievement among 8th grade students in Malaysia and Singapore. The Trend in International Science and Mathematics Study (TIMSS) 2007 database was utilized to explore a) if there were correlations between students receiving additional support and/or gaining exposure from academic related enrichment activities at home and schools with their science and mathematics achievement and, b) How well do the knowledge/skills gained from the use of technological tools and Internet contribute towards their science and mathematics achievement among Malaysian and Singaporean Grade 8 students. The sample consists of 4,466 students from Malaysia and 4,599 students from Singapore who participated in the TIMSS 2007 assessment. This study will provide some insights on why some students perform better than others in science and mathematics by highlighting the effect of additional support and/or exposure from academic related enrichment activities at home and schools, and the knowledge/skills gained from the use of technological tools and internet on students’ science and mathematics achievement.

scholarly journals The Development of Generalized Trust among Young People in England

2019 ◽  
Vol 8 (11) ◽  
pp. 299 ◽  
Author(s):  
Janmaat
Keyword(s):  
Social Learning ◽  
Young People ◽  
Educational Attainment ◽  
Civic Participation ◽  
Social Trust ◽  
Family Background ◽  
Early Adulthood ◽  
Late Adolescence ◽  
Generalized Trust ◽  
Background Factors

This paper explores how generalized trust develops over the life course among young people in England and whether trust is influenced more by family background factors or by conditions in late adolescence and early adulthood. If the latter are important, there may be reason for concern about falling levels of trust as material conditions, particularly regarding housing, have deteriorated for the present generation of young people. The first set of influences are highlighted by a perspective arguing that trust is primarily shaped by conditions in early childhood, while the latter are suggested by the so-called social learning perspective, which claims that people continuously adjust their social trust through interactions with people in different contexts. Analyzing data of the Citizenship Education Longitudinal Survey, the study finds that trust remains quite volatile until the early twenties. It declines between ages 16 and 23 and groups differing in educational attainment, civic participation and housing situation start to drift apart in their levels of trust between these ages. Educational attainment, civic participation and housing, as conditions pertaining to late adolescence and early adulthood, also turn out to have a significant impact on trust at age 23 controlling for trust at age 16. However, while the first two conditions are influenced by trust at age 16, housing (tenure) is not, indicating it is a more exogenous factor. Family background factors are not influential. Not only do these findings support the social learning perspective, they also suggest that poor living conditions depress trust among a significant minority of young people and exacerbate disparities of trust.

scholarly journals YOUNG PEOPLE FEEL WISE, OLD PEOPLE FEEL ENERGETIC: COMPARING AGE STEREOTYPES AND SELF-EVALUATIONS ACROSS ADULTHOOD

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S787-S787
Author(s):  
Anna E Kornadt ◽  
Catherine E Bowen ◽  
Svenja M Spuling ◽  
Maja Wiest
Keyword(s):  
Older Adults ◽  
Young People ◽  
Age Groups ◽  
Frame Of Reference ◽  
Questionnaire Data ◽  
Old People ◽  
Younger Adults ◽  
Age Stereotypes ◽  
The Stability

Abstract Using questionnaire data from the MIDUS study (N=6.325) we examined the extent to which people in their late 20s, 40s, and 60s think that positive stereotypic “old” and “young” characteristics describe themselves, their age peers, and other age groups. A constellation of “old” characteristics (e.g., wise, caring, calm) was seen as more descriptive of older adults, while a constellation of “young” characteristics (e.g., healthy, energetic) was seen as more descriptive of younger adults. Self-evaluations were highly positive and largely consistent across age groups. Compared to their age peers, younger adults saw themselves as having as many positive “young” characteristics but more positive “old” characteristics whereas older adults saw themselves as having more positive “young” characteristics but fewer positive “old” characteristics. The results support the stability of the aging self despite the existence of age stereotypes and the role of negative age stereotypes as a frame of reference for making self-evaluations.

scholarly journals Interactions between European Citizenship and Language Learning among Adolescent Europeans

2011 ◽  
Vol 10 (4) ◽  
pp. 623-641 ◽  
Author(s):  
Mairin Hennebry
Keyword(s):  
European Union ◽  
Young People ◽  
Foreign Language ◽  
Member State ◽  
Language Learning ◽  
Learning Experience ◽  
Questionnaire Data ◽  
The European Union ◽  
European Citizenship ◽  
The Subject

Recent enlargement of the European Union (EU) has created debate as to the suitability of current structures and policies for effectively engaging citizens and developing social cohesion. Education and specifically modern foreign language (MFL) teaching are argued by the literature to play a key role in equipping young people to interact and communicate effectively in the ever-changing European context and to exercise their rights as European citizens. However, much of the empirical research to date has focused on adult understandings of European citizenship. Furthermore, very few studies consider whether current MFL teaching is addressing issues of European citizenship or offer a comparison of provision between one member state and another. This study presents questionnaire data from four European countries to investigate young people's current understanding and awareness of European citizenship and the perceived contribution of their language learning experience to this awareness. Findings suggest that knowledge about European citizenship is patchy across the four countries. Reports on learning in MFL lessons indicate a mismatch between the role identified for the subject in the development of European citizenship and the situation in the classroom. Data gathered from English pupils suggest that these issues are more acute in England than they are in France, Spain or Ireland.

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