Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report.
| Main Author: | |
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| Other Authors: | , , , , |
| Format: | eBook |
| Language: | English |
| Published: |
Cham :
Springer International Publishing AG,
2018.
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| Edition: | 1st ed. |
| Subjects: | |
| Online Access: | Click to View |
Table of Contents:
- Intro
- Foreword
- Contents
- List of tables and figures
- Executive summary
- About the study
- Key findings
- Provision of civic and citizenship education
- Civic knowledge
- Student civic engagement
- Student attitudes toward important issues in society
- School contexts for civic and citizenship education
- Explaining variation in students' civic knowledge and expected engagement
- Implications of findings
- CHAPTER 1: Introduction to the International Study of Civic and Citizenship Education
- Background
- Previous IEA studies of civic and citizenship education and the establishment of ICCS
- Global developments since ICCS 2009
- Areas of broadened scope in ICCS 2016
- Research questions
- RQ 1 How is civic and citizenship education implemented in participating countries?
- RQ 2 What is the extent and variation of students' civic knowledge within and across participating countries?
- RQ 3 What is the extent of students' engagement in different spheres of society, and which factors within or across countries are related to it?
- RQ 4 What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation?
- RQ 5 How are schools in the participating countries organized with regard to civic and citizenship education, and what is its association with students' learning outcomes?
- Participating countries, populations, and sample design
- The ICCS 2016 assessment framework
- The ICCS contextual framework
- Contexts assessed in ICCS 2016
- Data collection and ICCS instruments
- Links to ICCS and reporting changes since 2009
- Report context and scope
- References
- CHAPTER 2: National contexts for civic and citizenship education
- Chapter highlights
- Conceptual background and prior research.
- Education systems and national contexts
- Level of autonomy in school decision-making
- Level of autonomy in planning civic and citizenship education at school
- Profiles of civic and citizenship curricula and approaches
- Aims of civic and citizenship education
- Contexts for teacher preparation
- References
- CHAPTER 3: Students' civic knowledge
- Chapter highlights
- Introduction
- Assessing student knowledge
- Developing the described scale of students' civic knowledge
- Establishing the scale in ICCS 2009
- Extending the scale in ICCS 2016
- Sample ICCS test items
- Sample item 1: Below Level D
- Sample items 2 and 3: Level D
- Sample item 4: Level C
- Sample item 5: Level B
- Sample items 6, 7, and 8: Levels C, B, and A
- Comparison of civic knowledge across countries
- Average civic knowledge scores across countries
- Average civic knowledge scores across countries
- Variations across countries with respect to associations between civic knowledge, Human Development Index, and student age
- Changes in civic knowledge since 2009
- Variations in civic knowledge across countries with respect to student background characteristics
- Gender differences in civic knowledge
- Student age and civic knowledge within countries
- Associations between civic knowledge and socioeconomic background characteristics
- Associations between civic knowledge and immigrant and language backgrounds
- References
- CHAPTER 4: Aspects of students' civic engagement
- Chapter highlights
- Conceptual background and prior research
- Personal engagement with political and social issues
- Students' participation in civic activities at school
- Students' actual and expected civic participation outside school
- References
- CHAPTER 5: Students' attitudes toward important issues in society
- Chapter highlights.
- Conceptual background and prior research
- Students' attitudes toward democracy and citizenship
- Students' attitudes toward equal opportunities
- Students' perceptions of global issues, trust in institutions, and attitudes toward the influence of religion in society
- References
- CHAPTER 6: School contexts for civic and citizenship education
- Chapter highlights
- Conceptual background and prior research
- Participatory processes and social interactions at school
- School and classroom climate
- Different forms of bullying at school
- Implementation of civic and citizenship education at schools
- Activities related to environmental sustainability at school
- Civic and citizenship activities in classrooms and teacher preparation
- References
- CHAPTER 7: Explaining variation in students' civic knowledge and expected civic engagement
- Chapter highlights
- Conceptual background
- Explaining variation in civic knowledge: the history of IEA studies and the background provided by theoretical approaches
- Explaining variation in expected civic participation in the future
- References
- CHAPTER 8: Main findings and implications for policy and practice
- Summary of main findings
- National contexts for civic and citizenship education
- Student knowledge and understanding of civics and citizenship
- Aspects of students' civic engagement
- Students' attitudes toward important issues in society
- School contexts for civic and citizenship education
- Explaining variation in students' civic knowledge and expected engagement
- Comparing student outcomes across countries
- Implications for policy and practice
- Outlook
- References
- APPENDIX A: SAMPLING INFORMATION AND PARTICIPATION RATES
- APPENDIX B: REGRESSION ANALYSIS FOR CIVIC KNOWLEDGE AND AGE
- APPENDIX C: STUDENT PERCENTAGES FOR DICHOTOMOUS VARIABLES.
- APPENDICE D: ITEM MAPS
- References
- APPENDIX E: PAIR-WISE COMPARISONS OF CIVIC KNOWLEDGE
- APPENDIX F: ORGANIZATIONS AND INDIVIDUALS INVOLVED IN ICCS 2016.