Catálogo de publicaciones - libros
Título de Acceso Abierto
Becoming Citizens in a Changing World: IEA International Civic and Citizenship Education Study 2016 International Report
Resumen/Descripción – provisto por la editorial
No disponible.
Palabras clave – provistas por la editorial
Civic education; ICCS; IEA Educational Achievement; Civic knowledge; Civics and citizenship; Attitudes to civic life; Engagement with civic life; Civic participation
Disponibilidad
Institución detectada | Año de publicación | Navegá | Descargá | Solicitá |
---|---|---|---|---|
No requiere | 2018 | Directory of Open access Books | ||
No requiere | 2018 | SpringerLink |
Información
Tipo de recurso:
libros
ISBN impreso
978-3-319-73962-5
ISBN electrónico
978-3-319-73963-2
Editor responsable
Springer Nature
País de edición
Reino Unido
Fecha de publicación
2018
Cobertura temática
Tabla de contenidos
Correction to: Becoming Citizens in a Changing World
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
Correction to: W. Schulz et al., ,
Pp. E1-E1
Introduction to the International Study of Civic and Citizenship Education
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
Civic and citizenship education aims to provide young people with the knowledge, understanding, and dispositions that enable them to participate as citizens in society. It seeks to support emerging citizens by helping them understand and engage with society’s principles and institutions, develop and exercise informed critical judgment, and learn about and appreciate citizens’ rights and responsibilities.
Pp. 1-20
National contexts for civic and citizenship education
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
The ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016) states that any study of civic-related learning outcomes and civic engagement must consider the contexts in which civic and citizenship education occur.
Pp. 21-39
Students’ civic knowledge
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
ICCS regards civic knowledge as fundamental to effective civic participation. Within the context of ICCS, civic knowledge refers not only to familiarity with the civic and citizenship content described in the ICCS 2016 assessment framework but also to the ability to apply relevant cognitive processes to this content (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016). Civic knowledge is important in all four of the framework’s content domains.
Pp. 41-70
Aspects of students’ civic engagement
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
This chapter addresses Research Question 3 of the ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016): What is the extent of students’ engagement in different spheres of society and which factors within or across countries are related to it?
Pp. 71-106
Students’ attitudes toward important issues in society
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
This chapter explores data relating to ICCS 2016 Research Question 4: What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors associated with their variation?
Pp. 107-143
School contexts for civic and citizenship education
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
The ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016) identified several contexts that have the potential to influence not only students’ learning outcomes in the field of civic and citizenship education but also their civic engagement. These contexts include the wider community, the school and classroom, the home and peer environment, and characteristics of individual students.
Pp. 145-176
Explaining variation in students’civic knowledge and expected civic engagement
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
This chapter presents some results of the multivariate analyses of ICCS 2016 data that we conducted in an effort to explain variation in three commonly investigated outcomes of civic and citizenship education: civic knowledge, expected electoral participation, and expected active political participation.
Pp. 177-198
Main findings and implications for policy and practice
Wolfram Schulz; John Ainley; Julian Fraillon; Bruno Losito; Gabriella Agrusti; Tim Friedman
After the collapse of communist regimes in Eastern Europe and the subsequent replacement of authoritarian regimes with democratic systems both there and in a number of countries in other regions of the world since the mid-1970s, Huntington (1991) postulated a “third wave” of democratization. The end of the 20th century consequently saw widespread expectation that free elections, recognition of human rights, freedom of speech, and rule of law would become commonplace around the world.
Pp. 199-210