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1.
David E. Campbell 《Peabody Journal of Education》2019,94(1):32-47
Historically there has been a relative dearth of social science research into civic education—even in political science, a discipline that had civic education as one of its founding objectives. This is partly due to the mistaken impression that civics instruction has no effect on civic and political participation, a conclusion that was once conventional wisdom but has since been refuted. More and more evidence has accumulated that well-designed civic education—both formal and informal—has meaningful, long-lasting effects on the civic engagement of young people. Existing research finds four aspects of schooling that affect civic learning and engagement: classroom instruction, extracurricular activities, service learning, and a school’s ethos. Furthermore, state-level civics exams can positively affect knowledge about politics and government. The unifying theme that arises from this burgeoning literature is that effective civic education can compensate for a dearth of civic resources in the home and community. However, the renaissance of research into civic education is only just beginning, as more needs to be done. The existing data are too limited, and randomized studies are rare. Truly advancing our understanding of civic education will require a large-scale, multi-method, interdisciplinary effort. 相似文献
2.
Studies have found that prior involvement in student politics while in school seems to be a good predictor of adult political engagement. While most studies of adults have obtained retrospective data on participation in school elections, there have been few studies of students about this activity. We contribute to this latter relatively unexplored area by reporting the results from a national survey of Australian secondary school students about the relationship between participation in school elections and future intended political engagement activities. We found that voting in school elections is positively related to feeling prepared to vote as an adult, to being committed to vote when 18, to political knowledge, and to engagement in forms of peaceful activism. Running for student government office is related to political knowledge and participation in peaceful activism. These results reinforce the findings of adult retrospective studies, and show that participation in school elections serves as a beneficial experience in the preparation of students for life as an active adult citizen. The implications of these findings for the structure and conduct of student elections in schools are discussed. 相似文献
3.
Catherine Sagan 《Clearing house (Menasha, Wis.)》2013,86(1):44-48
Grounded in the context of the gap in civic participation, action-based civics curricula, and how classroom interactions may affect student development, we present the CIVVICS (Civic Interactions motiVating diVerse Individuals in Classroom Settings) observation tool. CIVVICS's four domains—Lesson Planning and Implementation, Classroom Interactions, Student Engagement, and Civic Empowerment—integrate awareness of classroom organization and student engagement with attention to how a classroom promotes students’ connections to civic goals and engages all students in positive interactions. This tool can be used to inform curricular implementation as well as professional development for interventions that promote democratic classroom climates and youth empowerment. We demonstrate the use of CIVVICS in partnership with Generation Citizen, a youth civic education program. 相似文献
4.
Csilla Weninger Ee Moi Kho 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):611-624
This article provides a historical overview of civic educational policy and political discourse in Singapore from 1959 to 2011, focusing on changes in the role attributed to students in the education process. A review of educational programmes and analysis of political speeches reveals that an earlier transmissionist approach that focused on value inculcation and factual knowledge has been supplemented recently by policy and discourse emphasizing student engagement. The authors link their analysis to larger political changes that have been taking place in Singapore. They argue that the push for more participatory forms of civics education parallels an ongoing shift in the ruling party's political ideology from economic pragmatism to a communitarian ideology that emphasizes citizens' responsibility. From the point of view of political rationality, promoting active student engagement in civics education can be seen as governmental efforts to build a strong civil society through early socialization into civic responsibility and voluntarism. Viewed as a technology of power, engagement is also seen as a new biopolitical intervention aimed at regulating political participation. 相似文献
5.
ABSTRACTOnline platforms enable free-form, spontaneous, unbridled political expression, blurring the public and private, the written and spoken, and the norms of formal and casual speech. Consequently, they pose new opportunities and challenges to civic interactions, necessitating a reconfiguration of the norms informing civic exchanges. In this paper, we introduce a relational account of civility attuned to emerging modes of civic interactions online, one which goes beyond prescribing specific modes of speech and conduct. We suggest three characteristics of civility in digital contexts: commitment to ongoing and just dialogue, seeking a diverse audience with a shared goal, and horizontal accountability. We then make the case for schools’ vital role in cultivating digital civility. Rather than introducing new curricular content, we argue for reframing existing school engagement with online communication to support the development of digital civility, in light of the shifting forms of participation that typify youth civic engagement today. 相似文献
6.
In the literature it is expected that a participatory democratic climate is associated with civic and political engagement intentions of adolescents. In this paper we use a three level multilevel analysis to explore these relations: the individual, school and country level. Using data from the International Civic and Citizenship Education Study (2009) from 35 countries, we find that the individual student perception of a participatory democratic climate, especially openness in classroom discussions at the individual level, is positively associated with intended political participation. The teachers’ and principals’ perception of the participatory climate, on the other hand, were not related to the intention to participate. In this discussion we offer some ideas on how this individual level effect might be explained. 相似文献
7.
Gary Hodge Ted Lewis Kim Kramer Regina Hughes 《Community College Journal of Research & Practice》2013,37(9):675-690
American democracy depends on civic involvement. However, many Americans are increasingly withdrawing from civic responsibility and community involvement. In his best-selling book Bowling Alone , Harvard sociologist Robert D. Putnam presents data showing that Americans have become increasingly unwilling to engage in ways that make American democracy successful. Collin County Community College (CCCC) is addressing civic disengagement through engaged scholarship collaboration between service learning and learning communities programs. Although college students are politically disengaged, most report being or having been involved in some form of community service in the previous year and say they are motivated by giving back to the community and making a difference. Engaged scholarship at CCCC draws on this interest in community service to enhance learning communities, create deeper learning for students, and instill values of citizenship and civic engagement. Learning communities classes blend courses from 2 or more disciplines into a single course with a common theme, enabling students to understand the connection between disciplines. Most integrate a service learning component into that theme, often in the form of a class project promoting civic involvement. Institutional research data reflect increased student retention and success in these classes and a climate of increased communication and objectivity, practical experience in community organizations, and a deeper understanding of democratic ideals. Faculty member focus groups indicate increased satisfaction with teaching, enhanced interdisciplinary knowledge, and feelings of being innovative in the classroom. Engaged scholarship at CCCC enhances student learning, helps develop a unified vision among faculty members, and benefits the community. 相似文献
8.
The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student–faculty partnerships that position students as consultants in explorations of pedagogical practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a ‘threshold concept’. Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student–faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student–faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility. 相似文献
9.
This article argues that most contemporary children’s environmental picture books and easy readers published in the United States focus overwhelmingly on individual environmentalist acts and lifestyle changes, overlook the connections between environmental degradation and systemic social problems such as class disparities, and ultimately over-simplify environmental crisis. They typically encourage children to adopt environmentalist behaviors such as recycling that can be performed by individuals or families in the home, school, and local community, but do little to encourage civic engagement that would call into attention the intertwined ideological, economic, and political factors preventing profound environmental change. The analysis then examines several books that notably do inform readers about the larger political and economic issues and place a strong emphasis on environmental justice, a type of environmentalism deeply concerned with issues of race, class, gender, and economic inequality. Such texts are more likely to encourage an environmentalism that combines lifestyle and consumer choices with political activism. We need more books like this, as children’s texts that resign environmental action almost completely to individual choices and behaviors and disassociate environmental crises from their larger constitutive contexts do little to prepare young people for the socio-environmental challenges we face now and in the future. 相似文献
10.
Nick Zepke 《高等教育研究与发展》2015,34(6):1311-1323
Student engagement is highly visible in higher education research about learning and teaching, but lacks a single meaning. It can be conceived narrowly as a set of student and institutional behaviours in a classroom or holistically and critically as a social–cultural ecosystem in which engagement is the glue linking classroom, personal background and the wider community as essential contributors to learning. The narrow view is characterized as a mainstream view of student engagement, and the holistic and critical view as thinking beyond this mainstream. The article first discusses the mainstream view. Here, engagement is seen as a generic indicator of quality learning and teaching and successful student outcomes. Second, it critiques this view, arguing that it is too narrow and should embrace the more holistic vision. Third, the article discusses a holistic view of student engagement. Foremost, it advocates active student participation in classroom and curriculum management, wider community development through critical active citizenship and personal and social well-being. 相似文献
11.
教育质量的提高,首先是教学质量提高;教学质量要提高,课堂教学质量提高首当其冲。文章通过构建“以学生为中心”的多元化课堂教学环境,调动学生学习主动性、参与性和学习热情,可有效引导学生自主学习,吸收内化,从而提高课堂教学效果。实践结果表明,根据课程特点,通过合理创设和运用课堂教学方法和教学手段构建“以学生为中心”的多元化课堂教学环境,可有效激发学生的学习热情和自主性,提高学生的学习效果。 相似文献
12.
《Asia Pacific Journal of Education》2012,32(4):473-488
A growing body of research suggests that traditional assessments of democratic participation overlook students' present realities, and fail to capture the knowledge, skills and dispositions necessary to resolve public issues in the twenty-first century. Addressing these concerns, we employed an interpretive perspective in examining students' perceptions of civic competence in one Singaporean school. Analyses of qualitative data reveal students' perceived lack of civic competence to effect systemic change within their school environment and in the larger political arena. This perceived lack of civic competence can be attributed largely to rigid and hierarchical classroom, school and political structures, and the pragmatic focus of Singapore society. We discuss findings in light of civic education research, policy and practice. 相似文献
13.
Marie Sandy 《Interchange》2011,42(3):261-285
In this paper I consider how Hans-Georg Gadamer’s philosophical hermeneutics can complement the pragmatic theory that has
informed the field of service-learning, and with its emphasis on community and respect for others, can offer an orientation
to further the work of service-learning and community engagement in a mutually satisfying way for scholars, practitioners,
and community partners. In keeping with Gadamer’s contention that mythological thinking has its rightful place alongside analytical
thinking, I provide an interpretation of the myth of Hermes for emancipatory education practice, and then invite readers to
consider some implications of philosophical hermeneutics through traditional philosophical exposition. I posit there is much
to be gained by framing community engagement as a civic art or practical beauty with a distinct epistemological foundation that values conversation, participation, and openended, collective processes to
work for the common good. This orientation would require us to reconsider the purposes and reorient the values of this field
of educational practice. 相似文献
14.
Students’ participation in whole-class discourse is an important feature of classroom learning. Within socio-cultural research, two explanations for this connection can be emphasised: students’ engagement and teacher-student verbal interaction. We suggest a video-based coding scheme that can be specifically connected with each theoretical strand by distinguishing between student-guided and teacher-guided participation. The aim is to explore the conditions (student characteristics) and consequences (student learning) of both types of classroom participation. The results of two video studies with standardised pre- and post-assessments – one in secondary school mathematics (932 students, 40 classes) and one in primary school science (681 students, 35 classes) – emphasise both the relevance of students’ prior knowledge for participation in whole-class discourse and the role of student-guided participation in learning. 相似文献
15.
Frederick C. Kintzer 《College Teaching》2013,61(4):116-118
In this study, we examine the impact of a curriculum designed to increase first year college student political engagement. We used a staggered implementation design in which eight classes of traditional first year college students in were taught a political engagement curriculum by two instructors. The results confirm the positive impact of the political engagement curriculum above and beyond a rhetoric and composition curriculum for traditional first-year college students on important political indicators such as internal political efficacy and attentiveness and interest in politics. Further, participants exhibited significant post-intervention differences with regard to their comfort level joining political conversations as well as employing important conversational strategies to strengthen democratic dialogue. These results support the use of this curriculum to increase first year college students’ political engagement and underscore the impact that classroom curriculum and instruction can have promoting a deliberative and active citizenry. 相似文献
16.
Louise Archer Emily Dawson Jennifer DeWitt Spela Godec Heather King Ada Mau 《British Journal of Sociology of Education》2018,39(3):283-298
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11–15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and ‘voice’ in classes. Issues, limitations and possibilities for sociology of education are discussed. 相似文献
17.
Jacqueline Witschge Jesper Rözer Herman G. van de Werfhorst 《British Educational Research Journal》2019,45(2):298-319
In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within-person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation. 相似文献
18.
In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes. 相似文献
19.
ABSTRACTWhile previous literature documents the importance of sense of belonging for a positive educational experience, much of this research is focused on students early in their college careers and incorporates a single measure of sense of belonging. In contrast, the current study sought to explore whether senior students’ faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance as one aspect of sense of belonging. This study utilizes data from 8939 seniors in the 2014 administration of the National Survey of Student Engagement to explore these relationships. Results suggest that increased student–faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics (first-generation, age, gender, race/ethnicity), college experiences (enrollment type, online learning, STEM major, college grades, living situation, Greek affiliation), and institutional characteristics (control type, minority-serving institution, selectivity, Carnegie type) also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources for improving student engagement with faculty. 相似文献
20.
ABSTRACTIncreasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in conceptual work, there is a lack of empirical work that extends beyond understandings of engagement-as-behaviour, as well as insufficient work exploring what students understand engagement to be. Further, much work on engagement is rooted in physical campuses and face-to-face delivery, which represents an incomplete picture of how students actually engage in study. This article investigates student perceptions of engagement in two blended learning Initial Teacher Education programs. It offers a critical discussion of how research can be re-considered in light of changing learning contexts and changing understandings of ways to investigate engagement. The findings of this study support previous work that found multiple levels and meanings of student engagement exist. New complex and multidimensional models of engagement are proposed, which can open new possibilities for designing studies and analysing findings. This article argues that including and questioning physical, virtual and political contexts and power, affect, relationships, linearity and essential measurability are important features of new models of engagement. 相似文献