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52. Contributing to the Civic Good: Assessing and Accounting for the Civic Contributions of Higher Education. The New Millennium Project Working Paper.
- Author
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Institute for Higher Education Policy, Washington, DC. and Wellman, Jane V.
- Abstract
This paper examines in detail how higher education serves the larger public good, focusing on how higher education assesses and accounts for its service to society. It begins with a brief description of how the civic education of students and institutional service to society are defined for the purposes of this paper. It then discusses assessment and accountability strategies, including the kinds of measures that tend to be the focus of most public reporting strategies. The civic education and service roles of higher education are not usually the focus of public reporting. When civic contributions are assessed, something else, whether service learning, campus, climate, student diversity, or "service" to the community, is measured. To build assessments of the civic contributions of higher education into reports of accountability, there are some obstacles that must be overcome. This paper identifies those obstacles and presents some strategies to build assessment and accountability capacities for the civic roles of higher education. The strategies are drawn from assessment models currently being used to measure specific dimensions of campuses' civic roles and activities. An appendix lists 14 resources for further information. (Contains 21 references.) (SLD)
- Published
- 1999
53. Civic Education in the Czech Republic. ASHE Annual Meeting Paper.
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Mauch, James
- Abstract
This paper describes some aspects of the transition taking place in Czech educational efforts since the "Velvet Revolution" of 1989, particularly changes in the teaching of civic education in the schools. The paper takes the position that governments find it important to mold new generations in areas of civic responsibility, whatever the nature of those governments, however controlling or free they may be. The paper is based on exploratory interviews with students, faculty, and administrators at the University of South Bohemia and at the Ministry of Education in 1992-94, as well as a limited review of the literature. A section on education under Communism describes the 40 year effort to remold Czechoslovak education in the image and likeness of the Soviet Union's education system and following the principles of international communism. The next several sections describe the transitions to a post-communist educational system in basic education, secondary education, higher education and civic education. A section devoted to the transition period following the revolution goes into greater detail on the content of a new civic education which is seen as having the goal of providing students with the skills for individual responsibility and social participation, with ethical values, and with the ability to think critically. A final section offers recommendations for planning civic education curricula. (Contains 15 references.) (JB)
- Published
- 1995
54. The Role of Civic Education. Task Force on Civic Education Paper.
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Communitarian Network Washington, DC. and Quigley, Charles
- Abstract
Civic education is essential for sustaining constitutional democracy in the United States, a country with the world's oldest constitutional democracy with political institutions whose philosophical foundations serve as a model for aspiring peoples around the world. This task force paper involves a nation-wide discussion of civic education, what its principal goals should be, and how civic education can be revitalized. The paper answers the following questions: "What is civic education and what should its principal goals be?"; "What evidence is there of the need to improve civic education?"; "What is the relationship of civic education and character education?"; What are the characteristics of successful programs in civic education?"; and "How can civic education be revitalized?" (Contains 25 references.) (CB)
- Published
- 1995
55. The Role of Civic Skills in Fostering Civic Engagement. CIRCLE Working Paper 06
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Kirlin, Mary
- Abstract
The idea of a set of skills, usually called civic skills, which are required to effectively participate in civic and political life, is integral to many concepts of political participation. This literature search is designed to investigate what is known about civic skills empirically and theoretically including how they are defined and measured, and what relationship they have to political participation. This literature review began with the work most familiar to political scientists, Verba, Schlozman and Brady's "Voice and Equality: Civic Voluntarism in American Politics" (1995). which defines civic skills and incorporates them into a larger conceptual framework on political participation. From political science, the author moved to the education field, where civic skills-related literature is dispersed in the civic education and service learning arenas. A third set of research focused on experimental programs including service learning and youth development. The author explored psychology literature, looking at authors whose work has crossed between developmental psychology and political socialization as related to skill development. The author notes that there is dispersion of literature with very little cross-over; disparate fields seem to be doing important work, with significant overlap in findings and observations, but most authors stay largely focused on their own disciplinary predecessors, not venturing deeply into other disciplines to inform their work. Kirlin concludes with several observations about the state of knowledge concerning civic skills and a menu of questions for further research attention, including: (1) Lack of definition; (2) Need for better understanding of the process of how to measure emerging civic skills; (3) Concepts about how civic skills relate to broader questions of civic engagement, and political participation between disciplines; (4) Lack of literature and understanding of such complex skill acts as learning to work with others to achieve a common good; (5) Exploration of the rationale for placement of civic skills within specific age groupings; (6) Better understanding of skill transfer and causal relationships; (7) Importance of organization structure; (8) Consideration of civic skills in complete context, rather than in a vacuum; and (9) Encouraging as well as understanding factors in political participation. (Contains 3 figures.) [This document was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE).]
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- 2003
56. Socializing Youth for Citizenship. CIRCLE Working Paper 03
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Zaff, Jonathon F., Malanchuk, Oksana, Michelsen, Erik, and Eccles, Jacquelynne
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Researchers have theorized that programs to promote positive citizenship should begin with an opportunity for adolescents to participate in civic activities, such as community service or political volunteering. In this report, the authors expand this theoretical perspective by arguing that programs to promote positive citizenship may need to begin by focusing on: social interactions in youths' lives, such as interactions with parents and peers and on the culture in which youth are raised. The authors hypothesize that these informal interactions socialize or "prime" youth to have the motivation and values that subsequently lead to positive citizenship behaviors. To examine their hypothesis, the authors collected data during a period judged to be one which afforded an opportunity to participate in a positive citizenship activity salient to a large percentage of the sample population. The authors conclude that their findings contribute to the field of youth civic engagement by providing more concrete evidence for the unique effects that informal social interactions have on youth, above and beyond previous citizenship engagement, religiosity, parental education, ethnicity and gender. Additionally, the authors conclude that early adolescents who have altruistic values and a motivation to better society are more likely to engage in citizenship activities later in adolescence. More specifically for African American youth, ethnic-related experiences and attitudes that are salient or matter to the youths' self-concepts appear to be important predictors of later citizenship engagement. From this finding, the authors theorize the key component of ethnic socialization to be the salience of the socialization and the subsequent citizenship activity to the youth's self-concept. The results are discussed with regard to program and policy development as well as future research directions. (Contains 1 figure and 6 tables.) [This report was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE).]
- Published
- 2003
57. Promoting Positive Citizenship: Priming Youth for Action. CIRCLE Working Paper 05
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Zaff, Jonathon F., Malanchuk, Oksana, and Michelsen, Erik
- Abstract
Researchers have theorized that programs to promote positive citizenship should begin with an opportunity for adolescents to participate in civic activities, such as community service or political volunteering. In this report, authors expand this theoretical perspective by arguing that programs to promote positive citizenship may need to begin by focusing on: social interactions in youths' lives, such as interactions with parents and peers; the environment in which youths live, such as neighborhoods and schools; and on promoting civic values. The authors hypothesize that these influences in early adolescence lead to civic engagement in late adolescence, and from late adolescence to young adulthood. A theoretical model from early adolescence to young adulthood is tested, incorporating insights from two previous studies of civic engagement. In a sub-analysis, authors examine the influence of ethnicity-related factors on civic engagement. Results conclude that: (1) Previous civic participation predicts future civic participation; (2) Social context influences youth civic engagement above and beyond previous civic participation; (3) Cultural context is important for policy makers and program developers to understand; (4) Promoting youths' values and goals could further promote youth and young adult civic behaviors; (5) More comprehensive measures of citizenship behaviors, attitudes and values should be created; and (6) There is not yet an understanding of how social capital promotes youth and young adult civic behaviors. (Contains 4 figures and 2 tables.) [The Center for Information and Research on Civic Learning and Engagement (CIRCLE) promotes research on the civic and political engagement of Americans between the ages of 15 and 25. Although CIRCLE conducts and funds research, not practice, the projects that they support have practical implications for those who work to increase young people's engagement in politics and civic life. CIRCLE is also a clearinghouse for relevant information and scholarship. CIRCLE is based in the University of Maryland's School of Public Policy.]
- Published
- 2003
58. The Community College Conscience: Service-Learning and Training Tomorrow's Teachers. Issue Paper.
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Education Commission of the States, Denver, CO. Center for Community College Policy. and Franco, Robert W.
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This issue paper discusses service learning in the community college and lists three major cultural values that, in the past, shaped college missions: (1) civic participation--preparing students for effective participation in community life; (2) extending educational opportunity--offering all Americans a low-cost education near their homes; and (3) diversity--cutting across ethnic lines, socioeconomic classes, educational interests, geographical boundaries, and generations. Service learning--a recent teaching and learning method that connects meaningful community service experiences with academic learning, personal growth, and civic responsibility--combines these traditional values and revives colleges' original missions. Well structured service learning partnerships are vital to the community college's values and beliefs--its "conscience"-- in many ways: (1) they allow students to be viewed as valuable resources and to create democratic and equitable schools; (2) they train tomorrow's teachers to value democracy and civil diversity; and (3) they transform students into citizens. Kapiolani Community College (Hawaii) is presented as an example of a college that integrates service learning into its curricula. Since 1995, more than 3,000 Kapiolani students have served at more than 70 community-based organizations and schools. (CJW)
- Published
- 2000
59. Brief 12: Global Citizenship--A Role for Higher Education. New England Resource Center for Higher Education Publications. Paper 36
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University of Massachusetts, Boston. New England Resource Center for Higher Education (NERCHE)
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Immediately after the events of September 11, the US was stunned by horror and disbelief, angry at the perpetrators of such awful violence, puzzled by the country's inability to recognize itself in the eyes of the world, and eager to learn more about other cultures from which it felt so alien. Our college campuses reflected this range of responses. At their first meetings of the academic year, members of NERCHE's Think Tanks, who represent faculty and administrators in New England, and SAGES (Senior Academics Guiding Educational Strategies), retired presidents and provosts, described their reactions and the range of responses campus.
- Published
- 2002
60. Exploring the Democratic Tensions within Parents' Decisions To Homeschool. Occasional Paper.
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Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. and Welner, Kariane Mari
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When homeschooling parents discuss public schools, they often draw on their own notions of citizenship, and each parent's view of public schools is also likely influenced by his or her larger view of government's proper role in society. This article reports on a 3-year study designed to seek a better understanding of these issues. The study explored homeschoolers' interactions with broader social institutions, especially public schools, and examined the relationship between parents' homeschooling decisions and their notions of democracy. This article draws on democratic theory to highlight the tensions between the ideals that homeschoolers espouse and the implementation of these ideals in their daily lives. The investigation brought to light several tensions reflective of larger conflicts faced by Americans. In a pluralistic society, it is difficult to arrive at educational policies acceptable to all involved or that fully meet the needs of all students and families. It is often equally difficult for parents to steadfastly match their private decisionmaking to their public vision of schooling. The article explores these and other contradictions in homeschoolers' views of public schools and their actual practices and offers some insights into how inconsistencies surface in the broader discourse surrounding education in America. (Author/WFA)
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- 2002
61. Mandatory Community Service: Citizenship Education or Involuntary Servitude? Issue Paper.
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Education Commission of the States, Denver, CO. and Andersen, Susan M.
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This issue paper examines the pros and cons of required community service, discusses policy rationales and options, defines the difference between community service and service-learning, and presents a snapshot of various practices in place nationally. It is designed to enable education policy makers to make more informed decisions about which of these options, if any, is most appropriate in their state, school district, or school. Cites 37 references, resources, and organizations. (Author/BB)
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- 1999
62. Service-Learning: An Education Strategy for Preventing School Violence. Issue Paper.
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Education Commission of the States, Denver, CO., Kinsley, Carol W., Southworth, Ann, and Boston, Bruce O.
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This issue paper proposes service-learning as a practice educators can use to stem violence by creating situations in which young people experience structure, receive emotional support, have clear behavior expectations, and experience meaningful consequences to unacceptable behavior. Suggests that involvement with service-learning enhances young people's intellectual, psychological, and moral development. Includes (1) accounts of schools that integrate service-learning programs with curriculum and (2) analysis of service-learning's impact and policy implications. Lists 15 organizations and publications that are resources for service-learning materials, curriculum, and/or training and technical assistance services. 55 references. (Author/BB)
- Published
- 1999
63. Online News vs. Traditional Media: Students' News Acquisition Preferences. AIR 1999 Annual Forum Paper.
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Terkla, Dawn Geronimo and McKnight, Jennifer
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This study at Tufts University (Massachusetts) evaluated College NewsLink, a web-based newsclipping service, as part of a larger study to assess student preferences regarding the acquisition of current events information. The methodology was multi-pronged: first, faculty were surveyed concerning their familiarity with web-based products; second, students in classes in which NewsLink was incorporated were surveyed; third, faculty who used NewsLink in their courses were interviewed; and fourth, specific questions were designed and incorporated into the 1998 graduating senior survey. Overall, students who used NewsLink (and Lexis-Nexis) were generally satisfied with these online services, their ease of access, and ability to find pertinent articles. However, only 46 percent of students reported using Lexis-Nexis more than once during the semester and only 37.4 percent reported using NewsLink that often. The students appeared to rely primarily (79.3 percent) on television and secondarily (63 percent) on newspapers for their news information. Additional findings indicated that faculty were concerned about the organization and categorization of subject matter within NewsLink and generally preferred Lexis-Nexis. (DB)
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- 1999
64. Service-Learning: Every Child a Citizen. Issue Paper.
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Education Commission of the States, Denver, CO. and Gomez, Barbara
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In 1997 the Education Commission of the States (ECS) created the Compact for Learning and Citizenship (CLC), an organization of state and district superintendents working to improve student learning through civic involvement and the use of volunteers. This issue paper provides an overview of service-learning, discussing impact, alignment with improving education, civic responsibility, voluntary versus required service, guidelines for effective practice, systems and strategies of support, and resources to integrate service-learning into K-12 schools. Contains 10 references, 10 selected resources, and 6 Web sites. (BT)
- Published
- 1999
65. A Literature Review on Youth and Citizenship. CPRN Discussion Paper.
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Canadian Policy Research Networks Inc., Ottawa (Ontario)., Beauvais, Caroline, McKay, Lindsey, and Seddon, Adam
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Using the yardsticks of independence and equality, an analysis of the literature on youth from a citizenship perspective can track youth's citizenship status and capacity to become full citizens. For young people, education is an avenue to either exclusion or independence and equality. For example, dropouts are more likely to live in poverty, and economic independence is considered key to achieving full citizenship. Exclusion exists in the school system, as schools continue to stream young women into traditional career paths and allow racial discrimination. Schools fail to provide the knowledge and capacity to make informed, intelligent choices about substance abuse and sexuality. Access to education, student debt, and labor market conditions delay economic independence. Young people face discrimination due to age and membership in a particular community. Examples of differential treatment are found in the areas of work, medicine, social services, and legal system. Their right to protection from harm is infringed upon most by the transportation system and societal problems related to gender, poverty, and marginalization. Having hope for the future and feelings of belonging influence youth participation in politics and resistance to marginalization through formation of subcultures and via political protest. The notion of precariousness best captures the experience of youth citizenship with respect to exercise of rights and responsibilities, access, and belonging. (Appendixes include a 271-item bibliography and roundtable summary.) (YLB)
- Published
- 2001
66. Civic Declaration: A Call for a New Citizenship. A New Citizenship Project of the American Civic Forum. An Occasional Paper of the Kettering Foundation.
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American Youth Policy Forum, Washington, DC., Minnesota Univ., Minneapolis. Center for Democracy and Citizenship., and Rutgers, The State Univ., New Brunswick, NJ. Walt Whitman Center.
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This position paper asserts that citizens must reclaim responsibility for and power over public affairs. The New Citizenship calls on all people to reassert common agency and to repossess democratic institutions through popular sovereignty that is the root of democracy. The volume includes the following chapters: (1) "Background"; (2) "Call for a New Citizenship"; (3) "The Challenge"; (4) "The New Citizenship: Civic Stories"; (5) "From 'Me' to 'We': The Lessons of Civic Stories"; (6) "The American Civic Forum"; and (7) "About the 'Civic Declaration'; Reflections of Civic Leaders." (EH)
- Published
- 1994
67. Learning Citizenship: Perspectives from Sweden, Poland and Britain. Discussion Paper in Continuing Education Number 1.
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Warwick Univ., Coventry (England). Dept. of Continuing Education. and Field, John
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This collection of papers examines the role of adult education in encouraging active citizenship throughout Europe. "Introduction: The Project" (John Field) discusses the context in which the other papers were written and briefly discusses citizenship education and research in Great Britain. "Learning, Education, Citizenship: What Connections?" (Chris Duke) discusses the relationships between education and citizenship, the British experience in citizenship education, and possible strategies for adult educators to use to help produce competent citizens. "The Future as a Challenge and the Role of Adult Education--The Example of Poland" (Mieczyslaw Malewski) discusses the relationship between citizenship education and the consciousness of Polish society. The historical development of citizenship education in Sweden, current practices in adult education programs, and a methodology and theory for further research are examined in "Education for Citizenship in Sweden" (Agnieska Bron-Wojciechowska). "Education: A Resource in Social Movements?" (John Field) outlines a resource mobilization theory, discusses the concept of education as a resource, and presents a case study of the use and development of educational resources for purposes of citizenship education. (MN)
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- 1991
68. Collegiate Influences on the Civic Values of Students. ASHE Annual Meeting Paper.
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Rhee, Byung-Shik and Dey, Eric L.
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This study, built upon prior work by E. Pascarella, C. Ethington, and J. Smart (1988), examined the influence of college upon the civic values held by students. Data were obtained from the Cooperative Institutional Research Program, a national longitudinal study of college students. Four sets of variables were used: civic values of students in 1985 and 1989; student individual characteristics; measures of college experience; and organizational characteristics of the institution. The within-school model used in the study showed that students who were more involved in college activities had better civic values than those with less involvement. Another finding was that church-affiliated, or more politically oriented, colleges were more effective in developing student civic values than other types of institutions. Six tables and two appendixes describe the variables and the statistics; summarize data and results for civic value factors, a random coefficient model, an intercept-and slopes-as-outcome model, and a one-way ANOVA model; and show proportion of variance in the final model. (Contains 19 references.) (CH)
- Published
- 1996
69. Residential Adult Education: Trends and Prospects. Discussion Paper in Continuing Education, Number 3.
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Warwick Univ., Coventry (England). Dept. of Continuing Education., Field, John, and Normie, Gerald
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These papers on the role of residential adult education were first presented at a July 1991 conference at Somerville College, Oxford University, England. After an introduction (Field), the first paper, "Residential Adult Education: History, Concept, and Evaluation" (Bron), offers an historical perspective and recommends defining "residentiality" for both research and evaluation purposes. The second paper, "'Encouraging Citizenship': Adult Residential Education and Training for the 21st Century" (Lieven, Jackson), addresses the relationship between residential colleges and democracy. The third paper, "Residential Adult Education in a Hostile Environment" (Leighton), traces the influences of national and local governmental influences on adult education in Great Britain. The fourth paper, "Learning and Traveling in the Third Age" (Eyland), describes the Australian College for Seniors. The fifth paper, "Minds in Community: A Report and a Project" (Faithfull) describes residential adult education at Braziers Adult College at Ipsden (Oxfordshire, England) and suggests that such colleges should provide training courses in simpler living and redesigned patterns of human existence that consume and pollute less. It suggests that older people, with their experience of making the best of an aging body since about age 40, would be perfect as leaders of this movement of adaptation. (CML)
- Published
- 1992
70. Historical Literature and Democratic Education. Occasional Paper.
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National Council for History Education, Inc., Westlake, OH. and Scott, John Anthony
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This document discusses the movement to bring original historical sources into the classroom. Because students of history need access to sources of information that provide direct or primary evidence about reality, teachers must show that realistic alternatives to the traditional history text exist. In the first section of this paper, efforts to make original sources available are traced to their origin in pamphlets distributed by the Old South Meeting House in Boston and based on a series of summer lectures delivered in 1883. The contributions of historians Edwin Doak Mead and Frederick Jackson Turner, who believed that the scholar's highest obligation in a democracy was to support and nourish public history education, is contrasted with the rift that set in later between history scholars and history teachers sometime in the 1930s. In the second section, the need to allow history teachers the freedom and time to seek out instructional materials and primary sources that emphasize themes and fill needs that these teachers have encountered in their classes is stressed. The third section illustrates the human and dramatic quality of literature in which ordinary people, especially young people, tell their own story, with examples of contemporary accounts of a young mother's survival of an Indian attack in Massachusetts in 1676, of a soldier in the American Revolution, and of a 92-year-old former slave woman. The paper suggests that such documents may illustrate different viewpoints and experiences, as well as the process of conflict and change in society. The fourth section lists different biographies and series of books that can be used. The fifth section suggests how changes can make primary source materials available. (DK)
- Published
- 1991
71. Changing Culture and Adult Learning. Papers from the SCUTREA Annual Conference (22nd, Canterbury, England, United Kingdom, July 8-10, 1992).
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Standing Conference on Univ. Teaching and Research in the Education of Adults., Miller, Nod, and West, Linden
- Abstract
The following papers from a conference dealing with the interaction of adult learning, educational practice, and cultural context are presented: "Radical Adult Education: Back to Basics" (Allman, Wallis); "Teaching To Be Competent" (Armstrong); "Universities and Adult Education: A New Relationship?" (Boud, McDonald); "Theories-in-Use, Reflective Practice and the Teaching of Adults: Professional Culture in Practice" (Bright); "Changing Culture of Medical Education: Teaching What We Know" (Crandall); "And Finally: Changing Cultures of Educational Institutions and Practices" (Duke); "Culture Change/Changing Culture: 'Multi-skilling' the Practitioner in Post-Compulsory Education and Training" (Edwards); "Situating Access to Higher Education in Its Political Culture" (Fieldhouse, Benn); "A Culture of Change? Perspectives on Adult Education in the Workplace" (Hamilton); "Changes in Adult Education Policy and the Impact on 'Client Groups' with Specific Reference to Gender" (Hester, Florence); "The Culture of Difference: Women's Education Re-Examined" (Malcolm); "Adult Learning and Cultural Change in an M.Ed Course: The Case of the Examiners" (Miller, Fletcher); "Adult Education and the Changing Research Context" (Murphy); "Lessons in Citizenship: University Adult Education and Modernity" (Steele); "Employers and the Continuing Education of Employees with Particular Reference to Employee Development Programmes" (Taylor); "New Cultural Contexts for University Adult Education: The Potential of Partnerships with Non-Traditional Agencies" (Thomson); "Nine Facets of Continuing Education for the Professions" (Watson); "Cultures and Double Beings: Linking Adult Learners and Their Environments" (Zeldin); and "Cultural Conflicts: Adult and Further Education Teacher Training in Higher Education" (Zukas). (MN)
- Published
- 1992
72. Environmental Education in the School Systems of Latin America and the Caribbean. Working Papers 4.
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Academy for Educational Development, Washington, DC. and Arias-La Forgia, Adalgisa
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This study examines the status and position of civic education and environmental education in the formal curricula of primary and secondary school systems in the Latin American and Caribbean (LAC) region. The study consists of two parts: (1) a review of the literature related to each subject and its status in the school systems and the LAC region; and (2) information gathered directly from the Ministries of Education in 15 countries of the region. The final reports from the study bring together the results of the review of literature and the questionnaire administered in each country. The reports have been prepared both in English and Spanish. Material in each report is organized in three main parts: Part I presents the analysis of the data; Part II, the individual country reports; and Part III, additional information about organizations active in these fields or other programs of interest. The study points to the need for: (1) teacher training in environmental education techniques and curriculum development that is part of the training process; (2) the development and maintenance of the political will of education authorities; and (3) collaboration in the development of environmental education programs between nongovernmental organizations and the official education sector. (LZ)
- Published
- 1994
73. The Civic Ground of Collegiate General Education and the Community College. Working Paper Series No. 1-91.
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Broome Community Coll., Binghamton, NY. Inst. for Community Coll. Research. and Higginbottom, George H.
- Abstract
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)
- Published
- 1991
74. Analysis of the Missions of Higher Education Institutions within the Scope of Third Mission Understanding
- Author
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Kesten, Alper
- Abstract
Universities are more than institutions only conducting research and educating students in today's world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the "third mission," one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world's leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey's future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.
- Published
- 2019
75. Critical Global Citizenship Education: Unpacking Representations of Racialization in Korean English Textbooks
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En Hye Lee
- Abstract
This paper aims to investigate how and to what extent 'critical' global citizenship is reflected in middle school English textbooks in Korea. Framed within Freire's concept of critical literacy, the study is concerned with analyzing the written texts in two English textbooks, with a focus on the issue of representations. Using critical content analysis, the research centers on unpacking how race, racism, or racialization, especially in the United States, is represented, and to what extent these representations may be associated with global citizenship education in English language learning. The major findings indicate a notable absence of sufficient sociohistorical and cultural contexts of race in the United States as presented in the concerned English textbooks. Based on the analysis, this paper calls for an expansion of the dimensions of critical global citizenship in English language learning settings, aiming to provide students with broader opportunities to question colonial discourse and challenge issues related to power and systemic oppression.
- Published
- 2024
76. Refocusing the Agenda of Public Education: District Mission Statements and the Manners of Democracy as a Way of Life
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Bullough, Robert V.
- Abstract
Mission statements and public statements of values are widely recognized as important for educational improvement, even if often ignored. The mission statements and supporting documents of Utah's 41 school districts were analyzed to locate prominent themes and significant omissions. An unexpected and disturbing neglect of democratic citizenship aims was found. Recognizing democracy is a complex educational ideal, the author argues for refocusing mission aims on the distinctive qualities of democracy as a way of life to be lived in schools by identifying for both modeling and practice across the curriculum the distinctive manners of democracy beginning with but moving beyond voice and listening.
- Published
- 2022
77. Youth Voices on Global Citizenship: Deliberating across Canada in an Online Invited Space
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Shultz, Lynette, Pashby, Karen, and Godwaldt, Terry
- Abstract
This article examines the processes of youth engagement in an "invited space" for Canadian secondary school students. The organizers created a participatory citizenship education space in which Canadian students discussed their views and visions and developed their policy position on global citizenship and global citizenship education. The content and process of "The National Youth White Paper on Global Citizenship" (2015) demonstrated that youth have important policy knowledge and understand they live in a globalized world that includes unacceptable inequalities and oppressions. They also understand that, through acts of citizenship, these conditions can be changed. The article discusses how students were engaged in developing public opinion and working in the public sphere while developing the policy paper on the topic of global citizenship.
- Published
- 2017
78. The Council of Europe's 'White Paper on Intercultural Dialogue': An Analysis Using the Ethic of Care
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Zembylas, Michalinos and Bozalek, Vivienne
- Abstract
This article examines what an ethic of care could offer to discussions about Europe's increasing cultural diversity by analyzing the important "White Paper on Intercultural Dialogue" published by the Council of Europe in 2008. The authors consider the White Paper from the perspective of the political ethic of care and thus examine its adequacy in dealing with issues of care. Their point of departure is that policy texts display normative ways of speaking about certain issues--in this case, issues of diversity, multiculturalism and citizenship in Europe. They first contextualize the discussions for promoting intercultural dialogue in the Council of Europe and analyze the normative framework of the White Paper. Then, they use the care perspective as a lens to comment on notions of diversity, multiculturalism and citizenship. Finally, they discuss how the notion of care as a citizenship issue could contribute towards further development of discussions on citizenship education and intercultural dialogue in Europe. (Contains 1 note.)
- Published
- 2011
- Full Text
- View/download PDF
79. Teaching the Federalist Papers. ERIC Digest.
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ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. and Patrick, John J.
- Abstract
This digest discusses: (1) the main ideas contained in "The Federalist Papers"; (2) reasons for teaching "The Federalist Papers" in secondary schools; and (3) how to teach ideas of "The Federalist Papers." The authors of "The Federalist" held varying ideas about government, but strongly agreed on the fundamental ideas of republicanism, federalism, separation of powers, and free government. Ideas of "The Federalist" are essential elements of education for citizenship in the U.S. constitutional democracy, and they are keys to understanding how U.S. government works. Ideas of "The Federalist Papers" are congruent with the content of standard secondary social studies courses and can be infused into those courses. They can be used to teach core concepts of U.S. constitutional government, and excerpts from selected essays can be utilized to explicate these civic concepts. Ideas of "The Federalist" can be used to encourage deliberation, reflection, and rational decision-making. Teachers can abbreviate, annotate, and otherwise edit selections from the documents to aid comprehension and interpretation of main ideas by students. References and ERIC resources are given. (SM)
- Published
- 1988
80. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 26-27, 2015) Volume 2015, Issue 1
- Author
-
International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2015 proceedings: (1) Local History and Local Culture at the Core of Elementary Social Studies Curriculum (C. Agcaoili and S. Oshihara); (2) An Analysis of Enrolment in Advanced Placement Classes in Florida from the 2010 to 2011 School Years (B. Bittman); (3) Looking Beyond the Textbook: Multimodal Intertextuality in a Secondary Social Studies Classroom (T. Brown and S. Nance); (4) School/Family Communication and Involvement: A Top Ten List for Elementary School Teachers (S. H. Bowden and C. Corlis); (5) Bi-epistemic Research in a Policy Context: Current Findings and Subsequent Studies (L. Cherubini); (6) Replacing the Birth Language for Internationally Adopted Children: Linguistic and Cognitive Effects (A. P. Davies); (7) Strategies for Managing Culturally Diverse Virtual Teams: Creating a Feeling of Globalness (M. Flammia); (8) Neoliberalism and Privatization of Urban Health Care Facilities in Bangladesh (K. S. Haq); (9) Engaging Students through the Dynamic Learning Approach (M. M. Hussein); (10) Role of Cultural Diplomacy in Strengthening Diplomatic Relations: A Case Study on U.S.-Bangladesh Relations (M. T. Islam and M. N. Nur); (11) Just Eat It: An Examination of the Sociological Factors that Influence the Eating Habits of College Students (A. Minnick); (12) Why We Should be Skeptical of Bandura's Bobo Dolls (A. Pulido); (13) Opportunity Costs of Planning with Mandated Assessments: A Case Study of Fourth Grade Social Studies (R. Reed); (14) RCAIntervention: An Intervention System for Traditional, Blended, and Online Courses (J. Reynolds and C. Cummings); (15) Millennials at the Ballot Box: Where Have All the Young Voters Gone? (M. L. Rogers); (16) Impacts of Socio-Economic Background on Participation in Various Sport Types (H. I. Sengör); (17) Using Film to teach Character Education and Social Justice Education in Social Studies (C. Van Zandt); (18) Creating lessons with the C3 Framework and Digital Literacy (C. Van Zandt and L. Smith); and (19) Examining Students' Patterns Based on Their Historical Knowledge and Ability by Cluster Analysis (D. Yongjun). (Individual papers contain references.) [For the 2014 proceedings, see ED565293.]
- Published
- 2015
81. Legalization White Paper.
- Author
-
United States Catholic Conference, Washington, DC., National Association of Latino Elected and Appointed Officials Education Fund, Washington, DC., and Consortium on Employment Communication, Long Beach, CA.
- Abstract
The second step of implementation of the legalization program of the Immigration Reform and Control Act of 1986 (IRCA) began on November 7, 1988. This second step is the process by which undocumented immigrants, initially granted temporary residence, may adjust to their status change to permanent resident. Certain aspects of the adjustment are causing difficulties for persons who have applied for permanent residence. The white paper addresses concerns of advocacy groups regarding the implementation of legalization's second step, including: (1) diminished outreach efforts on the part of the Immigration and Naturalization Service (INS); (2) difficulties regarding State Legalization Impact Assistance Grants; (3) the lack of standardization of the INS testing process; (4) confusion regarding financial assistance; (5) the effect of appeals on application for permanent residence; and (6) the use of fee receipts for work authorization. The white paper, presented by advocacy groups, discusses these problems point by point and offers specific recommendations for resolution. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
- Published
- 1989
82. Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014)
- Author
-
International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Issa, Theodora, Chang, Dian-Fu, and Isias, Pedro
- Abstract
These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]
- Published
- 2014
83. Response to Paper III Economics in the Civics Curriculum. A Reaction to Andrew F. Brimmer.
- Author
-
Schug, Mark C.
- Abstract
According to the document, Dr. Andrew Brimmer did an excellent job of identifying emerging economic concerns. Dr. Brimmer's characterization of economics as a tool kit can help young people examine important social questions using principles of economics as the tool for analysis. One way to build an economics tool kit is by placing more stress on the basic premises of economics. These premises can be thought of as a set of generalizations about economic behavior which students can use to analyze current concerns such as the economics of national health insurance or the economics of pricing natural resources. The tool kit should provide students with answers to their questions. Three values derived from the discipline of economics might be worthy of inclusion in a citizenship education program. These values are as follows: (1) individuals are responsible for their own actions; (2) private property builds freedom and personal responsibility; and (3) people should not impose unwanted costs on others. Conference participants were asked to examine the papers presented and identify examples of how the ideas could translate into good teaching or be developed into sound instructional material. More specific examples are needed to help translate these powerful new ideas into meaningful classroom instruction. (GEA)
- Published
- 1988
84. Schools and Civic Values. ERIC Trends/Issues Paper No. 2.
- Author
-
Social Studies Development Center, Bloomington, IN., ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN., and Patrick, John J.
- Abstract
In this paper, the questions of whether or not the transmission of common civic values and commitments to society should be a major goal of U.S. schools is considered. The effects of classroom, school, and society on civic values and attitudes are addressed in terms of: (1) the curriculum and classroom instruction; (2) school structures and climates; and (3) teaching and learning. The paper concludes that: (1) civic education in schools should emphasize constitutional democracy's core values; (2) U.S. citizens tend to be disappointed in the lack of responsible citizenship exemplified by the nation's youth; (3) interested persons tend to debate how the schools, in concert with other social agencies, can affect U.S. youths' character and citizenship education; and (4) U.S. citizens agree that education for responsible citizenship can be improved through an increased focus on school and societal agents. Thirty-four footnotes and a selective bibliography of ERIC resources is included. (JHP)
- Published
- 1988
85. Blended Mobility Project: Ireland, Germany, and Spain
- Author
-
Carthy, Úna
- Abstract
Within the parameters of the new Erasmus programme, this Blended Intensive Programme (BIP) combines virtual exchange with physical mobility. There were three institutions involved in this project: Letterkenny Institute of Technology, Ireland, Hochschule Bremerhaven, Germany, and Malaga Healthcare College, Spain. The virtual exchange ran for five weeks from November to December 2021 and the physical mobility took place in Bremerhaven in the first week of April 2022. Twenty-seven participating students from diverse academic backgrounds engaged in shared tasks during the virtual exchange on a Blackboard platform, hosted by Letterkenny Institute of Technology and were awarded two ECTS credits, which was embedded into their local curricula. Content was delivered using both synchronous and asynchronous tools. The topic was global citizenship and students collaborated in multicultural teams to create presentations on their chosen topics. In addition to this team work, they also shared their individual insights into the course content by posting to a discussion forum in Weeks 1, 3, and 4. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
86. Morality and Citizenship Education: Whose Responsibility? Planning for Moral/Citizenship Education, Occasional Paper No. 1.
- Author
-
Research for Better Schools, Inc., Philadelphia, PA. and Bell, Terrel H.
- Abstract
The importance of teaching moral education in the public schools is emphasized in this report. Three topics are discussed. The first section includes a sketch of the present moral climate of the United States, including evidence drawn from a recent Gallup Poll of public attitudes toward education, recent magazine articles, results of educational research, and pronouncements from several state departments of education. The second section presents background information on the morals and values upon which the United States was founded and discusses the Mayflower Compact, the Constitution, the Bill of Rights, the Declaration of Independence, and the Northwest Ordinance. The third section describes methodological developments which enable educators to mount effective moral education programs and presents recommendations for combining efforts of parents, citizens, teachers, policy makers, and major educational institutions to improve education for citizenship responsibility on all levels. (Author/DB)
- Published
- 1976
87. Moral/Citizenship Education: Potentials and Limitations. Occasional Paper No. 3.
- Author
-
Research for Better Schools, Inc., Philadelphia, PA., Broudy, Harry S., Broudy, Harry S., and Research for Better Schools, Inc., Philadelphia, PA.
- Abstract
The paper presents an overview of moral/citizenship education (MCE) in public schools and suggests alternative approaches to MCE. The paper is presented in five major sections. Section I explains that MCE comprises moral education, moral training, citizenship education, and citizenship training. The author hypothesizes that current interest in MCE is an aftermath of Watergate and counterculture activism in the 1960s. Section II outlines conditions governing MCE programs in public schools. Limitations to program development include heterogeneity of values and life styles, discrepancy between classroom teaching and informal learning, and discrepancy between educational objectives and community-accepted behavior. Section III suggests conditions which would make MCE programs acceptable in the community and in educational circles. For an MCE program to be generally acceptable, it should include a minimum of arbitrary content, practice in moral problem-solving, and instruction about values. Section IV explains how to develop and evaluate MCE curriculum. The final section briefly considers two other approaches to MCE. The first approach combines elements of values clarification, moral decision-making, and group interaction; the second approach encourages each school to select the program that best meets its educational and community needs. (DB)
- Published
- 1977
88. Whatever Happened to the Social Studies? Occasional Paper #8.
- Author
-
Ohio Council for the Social Studies, Oxford. and Clubok, Arthur
- Abstract
This monograph focuses on the issue of the nature and purpose of the social studies curriculum. In the lead article, George Wood maintains that social studies as taught today is irrelevant and strives to produce citizens who are unquestioning supporters of U.S. political and economic institutions. Dr. Wood attributes this state of affairs to the narrowness of the recent debate on the school's role which seems to focus solely on schools as sites of job training. He recommends that the social studies should become relevant by recentering the democratic mission of public schooling in the United States. Students should acquire a sense of political efficacy and public responsibility. The way to accomplish this is to empower teachers, who must also develop this political empowerment. Four social studies educators respond to Wood's articles. S. Samuel Shermis offers historical insight to support Wood's thesis. Frank L. Schiraldi contends that teachers have not applied what is known about effective instruction, and this contributes to the irrelevancy of social studies education. C. Frederick Risinger stresses that the social studies curriculum is determined by societal imperatives, and currently, economic competitiveness is a national imperative. A national consensus on the need of educating for public participation will encourage teachers to change methods and curriculum. William Muthig states that social studies educators need to respond to the various reports with their own concerns and reach a workable compromise on the role of social studies in the future. (SM)
- Published
- 1987
89. Civic Education in the Community College. Working Paper Series No. 1-86.
- Author
-
Broome Community Coll., Binghamton, NY. Inst. for Community Coll. Research. and Higginbottom, George H.
- Abstract
A program in civic education is or should be at the heart of general education in community colleges. Citizenship education is congruent with the mission of the community college in that it is a practical enterprise leading to self-governance; it is integrative, using a variety of cognitive skills, attitudes and knowledge; it is community relevant; and it enhances career development. By adopting a conception of general education that inclines toward the notion of education for democratic participation, community colleges can contribute to the process of political socialization and better fulfill their obligation to the community which is their source of support. Advantages of civic education for community college students include the possibilities of reducing political power differentials; addressing social issues of importance to a "late bloomer" student population; and developing a sense of community among students. Objections to mandated programs in civic education focus on the curriculum constraints imposed on the community college. Issues of freedom versus constraint, individualism versus social obligation, and vocationalism versus liberal learning need to be resolved before such a prescriptive model of general education can be adopted. Civic education programs in community colleges contribute to the quality of community life and further the commitment to democratic values and practices which is the aim of the community college. (LAL)
- Published
- 1986
90. 'One Man's Trash Is Another Man's Treasure': Graffiti and Civic Education among Youths in Nigeria
- Author
-
Okon, Patrick Edem, Udoyo, Okon Effiong, and Nje,John Agbor
- Abstract
This paper explored the relationship between graffiti arts and civic education among young people in Nigeria. A mixed methods approach was employed to generate and synthesize empirical data. The study was guided by Barbara Rogoff's social constructivism theory. Findings indicated that graffiti arts and artists were present in Nigeria, driven by desires for self-expression, financial gain, and training opportunities sponsored by NGOs for up-and-coming artists. Writing styles varied, but drawing, mural painting, and styles uniquely African remained dominant. Despite the difficulty of acceptance of graffiti as an art form due to its earlier association with transgressive activities, its engagement as a method for emancipatory, participatory, cultural literacy, dialectical relations, and creative learning tools in both formal and informal settings demonstrated its educational-supportive capacity for young adults. The values that graffiti express can help reorient young adults in their thinking and social agency. To this end, this paper recommends rethinking the way we view and relate to graffiti arts and writers; incorporating graffiti art education into school curriculum reforms in Nigeria; and using an interactive approach, including new media, to understanding graffiti art produced and displayed by young adults.
- Published
- 2023
91. The Presidential Platform on Twenty-First Century Education Goals
- Author
-
Tichnor-Wagner, Ariel and Socol, Allison Rose
- Abstract
As social and economic problems change, so do the goals of education reformers. This content analysis of presidential debates transcripts, state of the union addresses, and education budgets from 2000 to 2015 reveals the ways in which presidents and presidential candidates have framed education goals thus far in the twenty-first century. Using Labaree's (1997) framework of competing goals in American education, we found that democratic equality, social efficiency, and social mobility made their way into education discourse. Democratic equality occurred most frequently, followed by social efficiency, then social mobility. Presidents also used these goals in concert, applying symbolic language of equity to promote education policy initiatives framed as bolstering economic growth, America's global competitiveness, and the opportunity for individuals to achieve the American Dream. Implications for federal education policy trends and frameworks for understanding the education goals of U.S. presidents in the 21st century are discussed.
- Published
- 2016
92. Technology Education: Science-Technology-Society. Science and Technology Education and the Quality of Life, Volume 2. Papers Submitted to the International Symposium on World Trends in Science and Technology Education (4th, Kiel, West Germany, August 4-12, 1987).
- Author
-
Kiel Univ. (West Germany). Institut fuer die Paedagogik der Naturwissenschaften. and Riquarts, Kurt
- Abstract
This is the second of a three-volume set containing papers related to the theme of science and technology education. This volume relates technology education and science-technology-society (STS) to the quality of life with respect to: (1) the impact on everyday life situations; (2) decisions a responsible citizen has to make when dealing with controversial societal issues; and (3) the impact on future careers and the potential impact on the future products of scientific and technological research on careers. The symposium consisted of three working groups dealing with these areas from the point of view of science education; technology education; and science, technology and society (STS). (ML)
- Published
- 1987
93. Science Education. Science and Technology Education and the Quality of Life, Volume 1. Papers Submitted to the International Symposium on World Trends in Science and Technology Education (4th, Kiel, West Germany, August 4-12, 1987).
- Author
-
Kiel Univ. (West Germany). Institut fuer die Paedagogik der Naturwissenschaften. and Riquarts, Kurt
- Abstract
This is the first of a three-volume set containing papers related to the theme of science education. In this volume, science and technology education was discussed as related to the quality of life with respect to: (1) the impact on everyday life situations; (2) decisions a responsible citizen has to make when dealing with controversial societal issues; and (3) the impact on future careers and the future products of scientific and technological research on careers. The symposium consisted of three working groups dealing with these areas from the point of view of science education; technology education; and science, technology and society (STS). (ML)
- Published
- 1987
94. Working Papers in Political Education. Monographs in Education XII.
- Author
-
Manitoba Univ., Winnipeg., Osborne, Kenneth W., Osborne, Kenneth W., and Manitoba Univ., Winnipeg.
- Abstract
This monograph contains five papers concerning political education in Canada. Chapter 1, "Political Education and the Teaching of Politics," considers the historical and philosophical connections between education and politics. Chapter 2, "Civics, Citizenship and Politics: Political Education in the Schools," explores definitions of political education and various approaches to achieving it. The socio-political impact of schools is discussed in chapter 3 in "Political Education or Political Socialization: The Role of the 'Hidden Curriculum'," while chapter 4 focuses on "Morals and Values in the Schools: Citizenship and Moral Education." Chapter 5, "Teaching Strategies and Political Education," outlines recent approaches to teaching about politics that lead to increased participation and competency. They include utilizing: (1) conceptual models; (2) issues or concepts; (3) case studies; (4) discovery and inquiry strategies; (5) a broadly defined concept of politics; (6) conflict studies; (7) experiential learning methods; (8) political action and participation; (9) politically relevant attitudes and values; and (1) life-long learning strategies. (JHP)
- Published
- 1984
95. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 27-28, 2014). Volume 2014, Issue 1
- Author
-
International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]
- Published
- 2014
96. Science in Social Issues: Implications for Teaching. A Discussion Paper, D-80/2.
- Author
-
Science Council of Canada, Ottawa (Ontario). and Aikenhead, Glen S.
- Abstract
Originally prepared for the Science Council of Canada, this document presents a rationale and general framework for a science and society curriculum for Canadian students. Pointing out ways in which citizens are scientifically illiterate, it argues that science education must address social issues and prepare individuals to make social and political decisions. Section one identifies three broad topics which should guide the development of a science and society curriculum: the characteristics of science, the limitations of science, and the place of science in Canadian society. Recognizing the student as a consumer of science education with individual needs, section two elaborates on four fundamental issues for consideration in developing a curriculum: different kinds of knowledge developed from science education, different roles that graduates will play in society, different ways graduates will use knowledge developed from science class, and decision-making processes used in resolving science-related social issues. The final section discusses the characteristics and limitations of science which must guide the development of a curriculum. (DC)
- Published
- 1980
97. Response to Findings of the NAEP 1998 Civics Report Card to the Nation.
- Author
-
Center for Civic Education, Calabasas, CA. and Quigley, Charles N.
- Abstract
This position paper offers a response to the National Assessment of Educational Progress's (NAEP) 1998 Civics Report Card to the nation. The paper lists the following major points: the NAEP findings are ground for concern, calling for action to remedy a serious deficiency in the education of citizens; failure of students to do well on the NAEP study is a direct consequence of the widespread lack of adequate curricular requirements, teacher preparation, and instruction in civics and government; good programs in civics and government produce good results and are the solution to the shortcomings identified in the NAEP results; and there is a need for a national campaign to insure that effective instruction in civics and government is provided to every student in every school in the nation. (BT)
- Published
- 1999
98. International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 26-27, 2009). Volume 2009, Issue 1
- Author
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International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)
- Published
- 2009
99. The Second IEA International Research Conference: Proceedings of the IRC-2006. Volume 2: Civic Education Study (CivEd), Progress in International Reading Literacy Study (PIRLS), Second Information Technology in Education Study (SITES)
- Author
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International Association for the Evaluation of Educational Achievement and Wagemaker, Paula
- Abstract
As part of its mission, the International Association for the Evaluation of Educational Achievement (IEA) is committed to the development of the community of researchers who work in the area of assessment both nationally and internationally. The association also has a commitment to provide policymakers with the types of data and analyses that will further their understanding of student achievement and the antecedent factors that are implicated in student learning. As part of a larger strategy to achieve these broad goals, the IEA sponsors a research conference every two years as a means of providing opportunities for new researchers and more experienced scholars to meet, discuss, and present the findings of their work as it relates to the secondary analysis of IEA studies. The proceedings of the Second IEA International Research Conference, which was held in Washington DC, November 2006, and hosted by the Brookings Institution, are published in two volumes. Volume 2 brings together papers that focus on the Progress in International Reading Literacy Study (PIRLS), the Second Information on Technology in Education Study (SITES), and the Civic Education Study (CivEd). Contents include: (1) Foreword (Hans Wagemaker); (2) Civic knowledge of high-school students in Israel: Personal and contextual determinants (Orit Ichilov); (3) Factors that distinguish the most from the least effective schools in reading: A residual approach (Constantinos Papanastasiou); (4) Innovative pedagogical practices using technology: Diffusion patterns within schools (Alona Forkush-Baruch and Dorit Tubin); (5) Examining literacy, gender, and the home environment in PIRLS 2001 countries (Kathleen Trong and Ann Kennedy); (6) A comparison of fourth-graders' academic self-concept and attitudes toward reading, mathematics, and science in PIRLS and TIMSS countries (Ann Kennedy and Kathleen Trong); (7) Equating errors in international surveys in education (C. Monseur, H. Sibberns, and D. Hastedt); (8) Sociological perspectives on youth support for social movements (Oren Pizmony-Levy); (9) Online data collection in SITES 2006: Design and implementation (Ralph Carstens, Falk Brese, and Barbara N. Brecko); (10) Political attitudes and behaviors across adolescence and early adulthood: A comparison of IEA and European Social Survey findings (Marc Hooghe and Britt Wilkenfeld); (11) School climate for citizenship education: A comparison of England and the United States (Gary Homana and Carolyn Barber); (12) Home reading environments and children's reading performance: A comparative study of 25 countries (Hyunjoon Park); (13) Student government and voluntary organizations: A comparative study of Australia and the United States (Gary Homana and Jeff Greene); (14) Predicting the political involvement of European adolescents (Rainer H. Lehmann); (15) Reading achievements in urban and rural communities: A comparative analysis of equity in education (Aiste Elijio); (16) Secondary analysis of PIRLS 2001 Norwegian data (Victor H. P. van Daal, A. Charlotte Begnum, Ragnar Gees Solheim, and Herman J. Ader); (17) The effect of multilingual policies on performance and progression in reading literacy in South African primary schools (Sarah Howie, Elsie Venter, Surette van Staden, and Michelle van Gelder); (18) Equity of achievement: A matter of education structures? (Ariane Baye and Christian Monseur); (19) Characteristics of United States Grade 4 language minority students in an international context: Findings from PIRLS 2001 (Laurence T. Ogle, David C. Miller, and Lydia B. Malley); (20) Teachers' practices in relation to students' civic engagement in three countries (Carolyn Barber); (21) Relationships between parental factors and children's reading behaviors and attitudes: Results from the PIRLS 2005 field test in Taiwan (Chia-Hui Chiu and Hwa-Wei Ko); (22) Online data collection in SITES 2006: Paper survey versus web survey--do they provide comparable results? (Barbara Neza Brecko and Ralph Carstens); (23) Schools that exceed expectations: A cross-country comparison (Marjet Doupona Horvat and Alja Krevh); (24) Changes in reading variations and their relationship with socioeconomic status at school and individual levels in trend countries (Kajsa Yang-Hansen); (25) Analyzing trends in levels of reading literacy between 1970 and 2001 in Sweden (Monica Rosen); and (26) A cross-country comparison of direct and indirect effects of parents' level of education on students' reading achievement (Eva Myrberg and Monica Rosen). Individual papers figures, tables, footnotes and references. [For "The Second IEA International Research Conference: Proceedings of the IRC-2006 Volume 1", see ED510139.]
- Published
- 2007
100. Cultural Administration in Compulsory Lessons Teaching Programs in the Context of School Administration
- Author
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Girgin, Ahmet and Tofur, Sezen
- Abstract
The aim of this study is to evaluate the special purposes of the compulsory lessons in the curriculum in the context of cultural administration in education, according to the views of secondary school administrators. The study was designed in a phenomenological design, one of the qualitative research methods. 20 secondary school administrators working in Manisa Salihli in 2021-2022 participated in the study. While choosing the sample group, criterion sampling and easily accessible sampling method were chosen from purposive sampling methods. A semi- structured interview form developed by the researchers was used to collect the data. The data were analyzed by descriptive analysis and content analysis method. According to the findings, it was seen that although school administrators have knowledge about curricula, they expressed similar views on what should be included in the curricula in the context of cultural administration. According to the results of the research, it can be said that school administrators do not have an active role in terms of whether the cultural administration of the compulsory lesson programs of their institutions is carried out effectively or not, due to the busyness of daily tasks, official works and transactions occupy most of their time at school. There is a need for studies to improve the curriculum literacy of school principals. It is thought that this study will set an example for researchers in terms of combining educational administration with educational programs and teaching disciplines. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 319-334.]
- Published
- 2022
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