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These two chapters offer a rationale for the inclusion of civic education as a nexus of community college general education. The first chapter provides an introductory overview of various issues related to general education reform and the new emphasis among educators and critics on postsecondary civic or citizenship education. This chapter offers a historical overview of the purposes and content of general and liberal arts education, and its role in assuring socio-cultural unity through common learning. An argument is put forth for conceiving general education in a civic mode as a way of mediating the liberal and vocational strains of community college education. The current concern of academics and politicians with education's civic agenda is discussed in the context of the lack of college students' civic knowledge and the lack of institutional commitment to citizenship education prevalent in the 1970's and 1980's. The final chapter reviews the history of community college general/civic education from the institution's beginnings, while focusing on the three decades following the Truman-Johnson era (1950-1980). It also provides a critical discussion of the civic education commitments of selected community college general education plans connected with the curricular reforms of the 1980's. This chapter concludes with a model of community college general/civic education which incorporates a generic collegiate design, but is responsive to the unique circumstances of the two-year college. (AYC)

The purpose of the study was to examine students' expected and observable civic engagement in a Montessori Erdkinder-based middle school classroom. Research questions included: (a) In what ways is civic engagement addressed in the Montessori Erdkinder-based middle school explicit curriculum? (b) How does the expected civic engagement in the Montessori Erdkinder-based middle school explicit curriculum align with "The Civic Mission of Schools" six educational approaches? (c) In what ways do students experience civic engagement at the end-of-the-school year in Grades 7, 8 and 9 in a Montessori Erdkinder-based middle school classroom? The study used a case design with three embedded units of analysis. The purposefully selected participants included the teacher and 19 students. The curriculum was analyzed using document analysis and context was provided through teacher interviews. The curriculum was aligned with "The Civic Mission of Schools'" six approaches. Students' civic engagement was examined through observations, students' interviews and documents. Cross-case analysis examined civic engagement experiences between each grade level. These analyses were compared findings to civic education literature and "The Civic Mission of Schools'" six approaches. The study found the curriculum provided opportunities for civic engagement including civic and political skills, civic dispositions and community participation. When compared with "The Civic Mission of Schools," the curriculum provided mixed results. Only the students' voices in school governance and service-learning were evident. Students had similar opportunities for civic engagement because of the mixed-age nature of Montessori learning. Evidence of student civic engagement included a student created and maintained democratic classroom environment, community service and service-learning, informal discussion of current events and participation in the Montessori Model United Nations. Although the curriculum did not directly align with "The Civic Mission of Schools," it provided an example of (a) an apolitical curriculum for creating world citizens and (b) a model for civility for classroom governance and student behavior. A community of practice was developed based on occupation-based learning in which students learned their roles and experienced stress in a democratic workplace. Recommendations for future research include political socialization and alternative learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This report describes the process used by a fully accredited private school (Sea Crest County Day School, Florida) of prekindergarten through grade eight to develop and implement an interdisciplinary global education program. Areas of need that were addressed included: differences in definition of the concept by the teachers, inconsistencies in the scope and areas of the curriculum where global concepts were addressed, teacher concerns about adding more to an already full curriculum, teacher concerns over lack of student knowledge about global concepts, and student reluctance to participate in community service projects. Intervention strategies included: inservice workshops for teachers; workshops for parents; development of a definition, philosophy, goals, objectives, and curriculum for a global education program; development of a catalog of local, national, and international resources and opportunities for global education; and a schoolwide implementation of the program. Global education became a central theme in the school environment. Parents and members of the community became actively involved in the program, and the community became a learning laboratory for the students. The paper is divided into seven chapters: (1) Problem statement and community background; (2) Problem definition and evidence; (3) Influence in the problem context bearing on solutions and outcomes; (4) Problem conceptualization, solution strategy, and project outcomes; (5) Implementation history; (6) Evaluation of results and process; and (7) Decisions on future of intervention. (DK)

Civic teachers are members of their community and are responsible for preparing their students to be future citizens. West Virginia is one of nine states that requires students to pass a class whose title includes the word "civic." All 12th grade students in the state must take a year long civic education course. The goal for the course is offered by the state in published documents. The documents lay out a course that is guided in part by the definition of civic education offered by the National Council for Social Studies (NCSS). West Virginia offers a much broader and deeper extrapolation of the goals through its Content Standards and Objectives for 12th grade civic education and the state documents are operationalized by a teacher in the state. This paper explores the definitions of and relationships between documents that govern and define civic education along with practice of a classroom teacher. From working with a classroom teacher, it became increasingly clear that an additional issue in civic education is the cognitive level that the state and the teacher believe are critical to civic education. The state documents categorized its objectives along the "Taxonomy of educational objectives: Handbook I, the cognitive domain" (Bloom, et al., 1956). This Taxonomy is a widely recognized and used device by which educators can understand and plan the cognitive levels of lessons. This paper explores the practice of using Bloom's Taxonomy in civic education, the appropriate use of the Taxonomy, and the use of the Taxonomy by a classroom teacher. The researcher concluded that the Taxonomy continues to be a relevant tool for planning and shapes the way that teachers and the state think about the goal of civic education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine and better understand the social cognitive effects of digital technology on teenagers' brains and their socialization processes, as well as to learn best practices with regard to digital technology consumption. An extensive literature review was conducted on the social cognitive effects of digital technology on teenagers and an action research project was carried out gleaning quantitative and qualitative research findings collected from forty-six high school students, ranging from ages thirteen to fifteen. The findings of this paper are broken into three categories: (1) positive effects of digital technology; (2) negative effects of digital technology; (3) and, best practices with digital technology. One of the positive effects of digital technology is in education (and its potential future) as well as in iGeneration youths' ability to create content. Digital technology has the potential capacity to bridge the educational gap that exists between social economic demographics. Digital technology is creating a new digital literacy and connects learners to content with information and media available on the Internet. There are numerous negative effects of digital technology as well. One striking negative effect of digital technology consumption is how it diminishes our capacity for empathy by limiting how much people engage with one another. The addictive qualities associated with digital consumption and cyber usage is gaining prominence as a serious concern. Another negative risk of technology is the effects it has having on our attention span and is a potential source of the increasing ADD and ADHD in our culture. Finally, there are a myriad of best practices and suggested guidelines for teachers, educators, and teenagers that were an outcome of this research. In conclusion, we are in a fast tracked digital age where there is still much that is unknown nor are there longitudinal studies that explore how digital technology effects our brains, how we socialize, how we learn, and how we live. It is recommended, as a result of this research, to educate parents and educators on the importance of learning good practices and how to be involved in their teenagers' digital consumption habits as there seems to be a current lack of understanding and much misunderstanding, fear, and ambivalence from parents on the subject. Please see the appendix section for a data of the recommended best practices gathered in the literature review. The following appendixes are included: (1) selected highlights of rapid technological advancements from 1946 - 2012; (2) suggestions as to how adults can teach good digital citizenship to their teens; (3) rules of "Digital Citizenship Tips for Teens"; (4) selected American Academy of Pediatrics (2011) guideline recommendations for pediatricians; (5) selected American Academy of Pediatrics (2012a) guideline recommendations for parents; (6) summaries of some suggestions Dr. Rosen makes in his book, "iDisorder"; (7) seven daily essential brain balancing activities; (8) consolidated comprehensive review of suggested best practices for parents and educators; (9) websites for resources and tips; (10) treatment centers and resources for Internet and digital addiction; and (11) Sample of Common Sense media agreement for parents and teens in high school.

This practicum was designed to improve students' ability to determine appropriate behavior for various places within the school and to learn self-control to comply with expectations. Specifically, the practicum intended to decrease the number of referrals to administrators and the counselor for out-of-control student behavior and decrease the number of observable out-of-control behaviors in the cafeteria, library, and playground. Students involved in the program included 237 4th and 6th graders. "We the People" text was used to include lessons on citizenship. Focus was placed on one positive character trait and one social skill each month. The program was enriched through role-play, debates, and literature. Upon completion of the implementation, analysis of the data revealed a 34% decrease in the number of administrative referrals, and a 49% decrease in observable out-of-control behaviors. The data was analyzed through a comparison of the results of systematic collection and categorization of administrative and counselor referrals before and after implementation and through comparison of the frequency of behaviors before and after implementation. The instrument used for observation was an observation frequency chart. (Author/JBJ)

This report describes a program for increasing the thinking skills of fourth grade students in one classroom in northern Illinois. Both objective and subjective data gathering found that students experienced difficulty in relating and applying facts and concepts on tasks requiring more sophisticated thinking. Solution strategies combined with an analysis of the problem setting resulted in the selection of three major intervention categories: strategies to increase student ownership of learning and self-assessment, strategies to increase metacognitive abilities, and strategies to build hierarchical thinking. The strategies included keeping journals by both students and teacher, using graphic organizers, and infusing the three-story intellect model and hierarchical questioning into the fourth grade curriculum. Students' use of higher-level thinking increased as projected. Students showed competence to self-assess, exhibited ownership of learning, and articulated problem-solving processes. (EH)

A practicum was executed with the primary purpose of enhancing prekindergarten students' ability to address conflicts in a positive prosocial manner. The location of the practicum was an urban elementary school which houses prekindergarten through grade 6. A literacy program (consisting of storytelling activities using the various forms of children's literature, role playing, puppetry, flannel board, organized games, and physical movement) and a citizenship program providing opportunities for students to be distinguished for exhibiting appropriate social behavior were implemented during a 12-week period. Students completed conflict inventories near the beginning and end of the practicum period. Students were also observed during "choice time" and recess. Results indicated that: (1) inappropriate acts of conflict before the practicum numbered over 30 per day and dropped considerably during the last 4 weeks of the practicum; (2) students' ability to determine the appropriate course of action in the event of a conflict increased significantly; and (3) students received both programs with much enthusiasm. (Contains 52 references and 4 tables of data. A record form for observations, the conflict inventory test pictures, and a 44-item bibliography of children's literature are attached.) (RS)

This practicum was designed to develop a national model for teaching students with deafness or hearing impairments about their legal rights and responsibilities. The model included implementing a law-related education curriculum specifically written for students with deafness or hearing impairments, addressing their needs in legal knowledge and disability issues. Implementation of the practicum was achieved by conducting teacher training conferences, providing support and resources for teachers, making site visits, developing an activities schedule for a 12-week implementation period, writing portfolio assessment guides and charts, developing relationships with the media and Congressional leaders as a public relations effort, and assisting teachers with overall guidance for implementing the curriculum. Students showed increased knowledge about constitutional issues following the practicum, and teachers were positive about the training and use of the curriculum. Appendices contain the activities schedule, pretest and posttest, a curriculum evaluation form, a portfolio criteria chart, a student portfolio chart, and other relevant materials. (Contains 23 references.) (JDD)

Staff and student surveys at Lane Elementary School (pseudonym) confirm that students lack motivation to complete class work and often struggle to interact appropriately with one another. Similar concerns are reported across the United States as indicated by national Gallup Poll results on student motivation, peer relationships, and feelings of connectedness in schools. The purpose of this qualitative case study was to determine if elementary school personnel believe than an initiative called The Leader In Me has had a positive impact on student motivation and peer relationships. Underpinning this study were Perrin's student motivation theory and research on social and emotional learning, school/classroom climate, and character education. Interviews were conducted with a combined total of 18 teachers, administrators, and other staff members from three schools in the southeastern region of the United States where this initiative has been fully implemented. The data was analyzed and coded by common themes. The results confirmed that key elements of The Leader In Me including (a) a common understanding of and pervasive use of Seven Habits language, (b) student goal setting and data tracking, (c) leadership opportunities for students, and (d) a school culture that promotes student ownership of learning do indeed increase student motivation and promote positive peer interactions. A white paper was prepared and will be shared with Lane Elementary and others in the larger educational community who seek ways to increase student motivation and enhance peer relationships. This focused attention on improving the learning environment will better equip students to leave school systems college, career, and life ready thereby preparing them to be productive members of a global society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Misuse of technology is a behavioral pattern that continues to emerge in our society. Television and newspapers continue to list and report technology misuse. A recent study from the Pew Internet and American Life Project has indicated approximately one third of teen are victims of online harassment (Lenhart, 2009). Other prominent problems with regard to technology misuse include: internet plagiarism, hacking into school servers, illegally downloading music, accessing pornographic Web sites, and playing video games during class time (Ribble & Bailey, 2004). While the misuse of digital technology has many underlying causes, it would seem reasonable to suggest that the lack of education is a contributing factor (Ribble, 2004). Education, specifically the offering of a digital citizen curriculum, and its influence on the use of technology, is addressed by this research. A basic tenet of our educational system is to provide an educated citizenship as proposed by James Madison in The Federalists Papers. This concept is as important today as it was years ago when the founders proposed our democratic republic. The misuse of technology is not in congruence with good citizenship. The research question addressed: Does exposure to Digital Citizenship Influence the normative behavior of students as it relates to the use of technology? The goal of this quasi-experimental research is two-fold: to add to the limited research pertaining to Digital Citizenship and to measure the influence on use/misuse of technology a Digital Citizenship curriculum adapted and implemented at an urban school located in the Northeast based upon the guide created by Ribble & Bailey (2004). Participants in the study included students (treatment group, n = 75) exposed to the curriculum and students (control group, n = 75) not exposed to the curriculum. Instrumentation used in the study was based on Ribble's (2004) "Digital Driver's License" for secondary students. The researcher administered the Ribble (2004) licensed instrument as both pre and post tests/surveys. Data indicated a significant difference in students' normative behavior of technology use when exposed to the Digital Citizenship curriculum. The areas of gain were Digital Etiquette (Group B, F=29.301, p=0.000, m=0.64, Group A, m=0.24), Digital Communication (Group B, F=6.402, p=0.012, m=0.68, Group A, m=0.55), Digital Literacy (Group B, F=4.722, p=0.031, m=0.73, Group A, m=0.64), Digital Commerce (Group B, F=5.619, p=0.019, m=0.67, Group A, m=0.49), Digital Law (Group B, F=4.880, p=0.029, m=0.65 Group A, m=0.45), Digital Rights and Responsibilities (Group B, F=11.86, p=0.001, m=0.72, Group A, m=0.48, and Digital Health and Wellness (Group B, F=28.140 p=0.000, m=60 Group A, m=0.20). Based on the study's outcomes, more research is needed targeting technology usage. The data collected provides a foundation for further study which will help our educational leaders address curricula issues involving ethical technology use in our schools and home. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A program of observation of local government bodies was implemented to make 12th grade U.S. government students aware of their local governments and how local government affects them. The program consisted of three components: orientation, implementation, and evaluation. The students were given a slide presentation and an information packet that explained the program and its requirements. The packet also gave a description of the groups the students would be observing and a map that showed the locations of the meetings. The students had 5 weeks in which to complete three observations, not less than one hour each in duration, of three different types of governmental bodies--local legislative bodies, advisory boards, and trial courts. They were given worksheets on which to record pertinent information with spaces for sign-in, sign-out, and an official's signature. As a follow-up, each class discussed what had been observed at the meetings, and a posttest was given to measure how much had been learned, comparing its score with that of a pretest given at the beginning of the program. Students scored an average of 25 percentage points higher on the posttest than on the pretest. Though somewhat apprehensive before the observations, students on the whole reacted favorably to the program. Appendices include documents sent to gather information, the students' packet, the pretest-posttest, and a chart showing the students' reactions to the program. (DB)

A practicum project was designed and implemented to improve and increase kindergarten through third-grade students' awareness of responsible citizenship. To attain this goal, efforts were made to (1) insure that teachers became knowlegeable about teaching strategies that impart an awareness of law-related concepts; (2) increase students' awareness of the law and citizen responsibilities through increased community involvement; (3) expose students to careers within law agencies; and (4) develop a medium through which pupils in kindergarten through sixth grade can show the community and other classes their growth in citizenship skills. Results of student pretests and posttests, teacher questionnaires, records of visiting community resource personnel, implementation of career units, and three published editions of a student newspaper provided evidence that the goals of the practicum had been attained. (RH)

This practicum implemented a 13-week multisensory-based unit of study designed to assist the 25 first grade students in the target population in developing good citizenship. Opportunity for the students to glean an understand that sharing and caring, and interdependence, the major components of good citizenship, are universal necessities was provided. For, as various countries of the world were focused, the similar need for and reality of personally oriented, nationally oriented, and globally oriented interdependence, and sharing and caring were explored. To facilitate a more assured optimum opportunity for the students to develop these understandings, auditory, visual, tactual, and kinesthetic learning activities and devices were very carefully designed and staggered throughout the length of the program. Evaluation at the conclusion of the 13-week program indicated that success had been achieved, with all students attaining 72 percent or higher posttest scores and at least a 13 percent gain over the pre-treatment scores. Appendices include test scores of the target population, evaluation design, teacher survey, student activity samples, and correspondence generated by the project. (Author)

En el centro de la ingeniería social actual está en marcha un debate sobre lo que se ha dado en llamar Educación para la ciudadanía, promovido por organizaciones internacionales. España ha introducido en su currículo escolar un curso sobre "Educación para la ciudadanía" que ha provocado reacciones negativas entre un significativo segmento de la sociedad. El artículo trata de ir más allá de las polémicas ideológicas para analizar la experiencia francesa de finales del siglo XIX (la primera y principal introducción de la moral laica) a través de la crítica que Charles Péguy hace al proceso de secularización impuesto por el Estado. El escritor francés pone de relieve la falta de fundamento de la moral laical, así como sus consecuencias negativas sobre la cultura en general y sobre la educación en particular.-----At the center of today's social engineering there is an ongoing debate over what is being called Citizenship Education. It is widely promoted by International Organizations. Spain has introduced the course titled "La educación para la ciudadanía". However, there have been negative reactions to it, on the part of a significant segment of the Spanish society. Seeking to go beyond ideological polemics, this paper looks into the French experience at the end of the 19th (the first and major step introducing lay morality), bringing into play Charles Péguy's critique of the secularization process imposed by the State. He showed the lack of foundation of secular morality and its negative consequences on culture in general, and on the educational sector in particular.

This paper surveys the strategies adopted in England to support the development of teachers’ subject knowledge and confidence in relation to teaching Citizenship, which was introduced as a new statutory subject in the National Curriculum in 2002. It reviews examples of good practice and explores how a continuing professional development (CPD) strategy developed at several levels to support teachers and curriculum managers. It outlines the challenges and obstacles in relation to implementing effective Citizenship education in schools. It also underlines the fundamental importance of Citizenship education if young people are to understand and engage with contemporary events in the early Twenty First Century.