Journal articles: 'Citizenship Education, Secondary'

1

Perry, George S. "Designing Citizenship Education Programs for Urban Secondary Schools." NASSP Bulletin 76, no. 546 (October 1992): 13–18. http://dx.doi.org/10.1177/019263659207654604.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kenioua, M. "The citizenship and its relationship with the social responsibility among physical education teachers." Pedagogy of Physical Culture and Sports 24, no. 2 (April 30, 2020): 59–63. http://dx.doi.org/10.15561/26649837.2020.0202.

Full text

Abstract:

Purpose: The study aimed to know the level of citizenship and the level of social responsibility among the teachers of physical education and examine the relationship between the citizenship and the social responsibility. Material: The participants were 49 physical educations teachers’ (male) from middle schools. The citizenship and the social responsibility scales were used as search tools. Results: the level of citizenship and social responsibility is high among teachers of physical education, and there is a positive correlation between citizenship and social responsibility. Conclusion: To enrich the results of this study it is better to do other studies in the future, such as a comparative study on citizenship among teachers of physical education in the middle and secondary stage, a study on citizenship and its relationship to cultural and social background.

APA, Harvard, Vancouver, ISO, and other styles

3

Whiteley, P. "Does Citizenship Education Work? Evidence from a Decade of Citizenship Education in Secondary Schools in England." Parliamentary Affairs 67, no. 3 (December 13, 2012): 513–35. http://dx.doi.org/10.1093/pa/gss083.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Leenders, Hélène, Wiel Veugelers, and Ewoud De Kat. "Teachers' views on citizenship education in secondary education in The Netherlands." Cambridge Journal of Education 38, no. 2 (June 2008): 155–70. http://dx.doi.org/10.1080/03057640802063106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hookway, Susanna. "Citizenship Education and Religious Literacy." Journal of Education and Christian Belief 4, no. 1 (March 2000): 23–35. http://dx.doi.org/10.1177/205699710000400106.

Full text

Abstract:

CONSENSUS IS INADEQUATE as a basis for values in the framework for Citizenship Education in Secondary Schools in England. In contrast, Religious Education has a distinctive contribution to make through giving students an informed vision based on religious literacy. This is discussed with reference to ‘capital letter words’ which are invested with meaning by coherent world-views. RE gives pupils points of reference beyond consensus, enabling them to understand both their own and other world-views, equipping and motivating them to live as effective citizens. The Warwick Project and the Stapleford Project are evaluated as examples of this contribution.

APA, Harvard, Vancouver, ISO, and other styles

6

Martin, Leisa A. "Elementary and Secondary Teacher Education Students' Perspectives on Citizenship." Action in Teacher Education 30, no. 3 (October 2008): 54–63. http://dx.doi.org/10.1080/01626620.2008.10463502.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Geboers, Ellen, Femke Geijsel, Wilfried Admiraal, and Geert ten Dam. "Citizenship orientations and knowledge in primary and secondary education." Social Psychology of Education 18, no. 4 (March 11, 2015): 749–67. http://dx.doi.org/10.1007/s11218-014-9265-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Calvert, Mike, and Gary Clemitshaw. "Implementing Citizenship into the English Secondary School Curriculum." Pastoral Care in Education 21, no. 3 (September 2003): 3–12. http://dx.doi.org/10.1111/1468-0122.00264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Mead, Nick. "Conflicting concepts of participation in secondary school Citizenship." Pastoral Care in Education 28, no. 1 (March 2010): 45–57. http://dx.doi.org/10.1080/02643940903535959.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Coopmans, Manja, Geert Ten Dam, Anne Bert Dijkstra, and Ineke Van der Veen. "Towards a Comprehensive School Effectiveness Model of Citizenship Education: An Empirical Analysis of Secondary Schools in The Netherlands." Social Sciences 9, no. 9 (September 10, 2020): 157. http://dx.doi.org/10.3390/socsci9090157.

Full text

Abstract:

We still have only a limited understanding of the effectiveness of schools in promoting citizenship, the factors explaining this effectiveness and the way in which these aspects interact. Using elaborate cross-sectional data from students, teachers, team leaders and school leaders at 78 Dutch secondary schools, this study empirically examines a school effectiveness model of citizenship education in order to achieve a more comprehensive explanation of citizenship competence acquisition. Using multilevel structural equation models, we analyze direct and indirect school-level predictors of student knowledge, attitudes and self-evaluated skills regarding citizenship. Four aspects of citizenship education are examined: the school’s policies regarding citizenship education, its teaching practices, and its professional and pedagogical learning environment (i.e., teaching community and classroom climate). With respect to school policies, positive effects are found for the attention paid to citizenship education in staff meetings. The professional learning environment is related to students’ citizenship competences mainly indirectly, via the average classroom climate. Effects of teaching practices vary: more emphasis on monitoring is more frequently found at schools with lower average levels of citizenship competences, whereas schools that let students choose their own topics in class have on average higher levels of citizenship competences.

APA, Harvard, Vancouver, ISO, and other styles

11

Radwan, Khitam N., Mohammad S. Al-Zboon, and Malik S. AlZboon. "Role of Educational Mediain Promoting the Values of Citizenship Among Students of Secondary Schoolsin Zarqa Education Directorate II from View point of Their Teachers." Modern Applied Science 12, no. 3 (February 7, 2018): 23. http://dx.doi.org/10.5539/mas.v12n3p23.

Full text

Abstract:

This study aimed at defining the role of educational media in promoting the values of citizenship among students of secondary schools in Zarqa Education Directorate II from viewpoint of their teachers.The study used a descriptive approach. A questionnaire was developed, consisting of 30 paragraphs, which evaluated the role of educational media in promoting the values of citizenship among students of secondary schoolsin Zarqa Education Directorate II from viewpoint of their teachers. The validity and reliability of the study's tool have been verified. The sample of the study consisted of the schools' teachers of Zarqa Education Directorate II.They were 250 male and female teachers for the academic year 2016-2017 selected from among the schools of Zarqa Education Directorate II.The results of the study were as follows:- The role of educational media in promoting the values of citizenship among the students of secondary schools in Zarqa Education Directorate II from the viewpoint of their teachers.- In favor of females, there were statistically significance differences in the role of educational media in promoting the values of citizenship among the students of secondary schools from the viewpoint of their teachers due to gender variable.- In favor of females, there were statistically significant differences in promoting of the values of citizenship among students of secondary schools in Zarqa Education Directorate II from the viewpoint of their teachers attributed to specialization variable.- There were no statistically significant differences due to experience variable.The study recommended achieving the goal of education through the institutions of the Ministry of Education by educational media, and activating the role of educational media to develop the values of citizenship among the students of secondary schools.

APA, Harvard, Vancouver, ISO, and other styles

12

Ogundare, Samuel Folorunso. "Correlates of Citizenship Behaviour of Nigerian Secondary School Students." Educational Studies 17, no. 2 (January 1991): 149–56. http://dx.doi.org/10.1080/0305569910170204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Kukhyeon Kim. "Implications of German citizenship education for strengthening citizenship education competencies of preservice elementary and secondary teachers in Korea." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. ll (January 2020): 53–77. http://dx.doi.org/10.17282/ethics.2020...53.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

van Harskamp, Michiel, Marie-Christine P. J. Knippels, and Wouter R. van Joolingen. "Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands." Sustainability 13, no. 14 (July 16, 2021): 7963. http://dx.doi.org/10.3390/su13147963.

Full text

Abstract:

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.

APA, Harvard, Vancouver, ISO, and other styles

15

Ibragimova, Gulnoza, and Umut Akcil. "A COMPARATIVE ANALYSIS OF SCHOOL DIRECTORS’ DIGITAL CITIZENSHIP IN TURKMENISTAN AND TRNC (TURKISH REPUBLIC OF NORTH CYPRUS)." Near East University Online Journal of Education 1, no. 1 (September 6, 2018): 42–53. http://dx.doi.org/10.32955/neuje.v1i1.55.

Full text

Abstract:

This research aimed to determine the level of digital citizenship of the school directors in Turkmenistan, a developing country, and compare the level of digital citizenship of the school directors of the Ministry of National Education in TRNC. A causative comparison, one of quantitative designs, was conducted in this research. The participants were secondary school directors of the Ministry of National Education, TRNC in the 2017-2018 academic year. Convenience sampling method was used in this study. Due to time constraints and because it was easier, only 45 high school directors in Lefkosa, TRNC were involved. In Turkmenistan, 38 high school directors in the city of Dasoguz could be reached. The total number of the participants was 83. The "digital citizenship scale" and personal information form were used in this research. When the rate of Digital Citizenship, based on countries, is examined, the level of digital citizenship of the Turkish (TRNC) secondary education school directors is observed to be higher than of the Turkmeni secondary education school directors.

APA, Harvard, Vancouver, ISO, and other styles

16

Zohra KROUM, Fatima. "CITIZENSHIP EDUCATION IN EFL TEXTBOOKS SECONDARY LEVEL: A CONTENT ANALYSIS." International Journal of Applied Language Studies and Culture 2, no. 2 (July 30, 2019): 5–10. http://dx.doi.org/10.34301/alsc.v2i2.19.

Full text

Abstract:

In order to build a good and secure society, people should believe in civic engagement and participation. Citizenship education should begin at a very young age and continue into adulthood as a process of lifelong learning. Hence, the present paper aims at examining the extent to which EFL textbooks at secondary level are civically oriented using a descriptive content analysis. It is also meant to identify how the concept of the “good citizen” is implemented through course units of the textbook. The paper will draw important implications for syllabus designers, and teachers. Policy makers are also required to incorporate an effective implementation approach of civic education in Moroccan National textbooks so that future generations will be aware of their rights, responsibilities and their full commitment toward the community at large.

APA, Harvard, Vancouver, ISO, and other styles

17

Bourn, Douglas. "Global Citizenship Education in Post-Secondary Institutions – Theories, Practices, Policies." International Journal of Development Education and Global Learning 3, no. 2 (May 1, 2010): 57–59. http://dx.doi.org/10.18546/ijdegl.03.2.05.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Chong, Eric K. M. "Global citizenship education and Hong Kong’s secondary school curriculum guidelines." Asian Education and Development Studies 4, no. 2 (April 13, 2015): 221–47. http://dx.doi.org/10.1108/aeds-05-2014-0016.

Full text

Abstract:

Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines. Design/methodology/approach – This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines. Findings – From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations. Originality/value – This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

APA, Harvard, Vancouver, ISO, and other styles

19

Osewa, Oladimeji Sogo. "CITIZENSHIP AND CITIZENSHIP EDUCATION: A DETERMINANT OF GOOD GOVERNANCE." International Journal of New Economics and Social Sciences 11, no. 1 (June 30, 2020): 257–76. http://dx.doi.org/10.5604/01.3001.0014.3546.

Full text

Abstract:

Citizenship is the status of being a legal member of a state, having been recognized by the law and custom of such state, whereby citizens owe allegiance to the state (coun-try) and in turn been protected by the state. Nevertheless, for citizens to owe allegiance to their states implies that such citizens is patriotic and also ready to take up their constitutional rolls or duties to the betterment of the state, and in return enjoys the fundamental human rights, citizen’s liberty and protection from their states (country). However, for citizens to know their rights, duties and obligations, and for them to be able to participate actively in their countries political decision making (supporting and criticizing government policies) that will leads to a robust public and foreign policy of their country, then, such citizens need to be politically educated through citizenship education, because Citizenship education breeds active democratic citizen-ry. This article titled citizenship and citizenship education: A determinant of good governance examined the importance of citizenship education and how it can breed active democratic citizenry that can enhance good governance in the state. This article employs the interview as a tool for data collection, and also applied the secondary source of Data collections by retrieving valuable information’s from ready-made works of scholars to buttress the argument of this work. The paper finds out that there is a positive correlation between citizenship education and active democratic citizen-ry. This article finally recommends that extensive citizenship education will serve as a veritable tool for good governance and National development. However, the paper recommends that citizenship education is a must and a child of necessity, a policy to be adopted by all government.

APA, Harvard, Vancouver, ISO, and other styles

20

Chamberlin, Rosemary. "Citizenship? Only If You Haven't Got A Life: secondary school pupils' views of Citizenship Education." Westminster Studies in Education 26, no. 2 (October 2003): 87–97. http://dx.doi.org/10.1080/0140672030260202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Chamberlin, Rosemary. "Citizenship? only if you haven't got a life: secondary school pupils' views of citizenship education." Westminster Studies in Education 26, no. 2 (October 1, 2003): 87–97. http://dx.doi.org/10.1080/0140672032000147553.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Holden, C. "Education for Citizenship: The Contribution of Social, Moral and Cultural Education." Citizenship, Social and Economics Education 3, no. 3 (September 1998): 141–50. http://dx.doi.org/10.2304/csee.1998.3.3.141.

Full text

Abstract:

Education for citizenship will be a new subject for children in England and Wales from September 2000. It will be mandatory for all pupils in secondary schools from 2002 and recommended for pupils in primary schools. This curriculum will focus on social and moral education, which is well established in schools, and the newer aspects of community involvement and political literacy (QCA, 1998, 1999). The success of this innovation will depend on the extent to which schools are able to build on work currently undertaken in schools in social and moral education, whilst introducing the two new elements. We know little of what teachers think about these three aspects of education for citizenship, what parents want or indeed how children will respond. We also know little about the work that is currently done in schools in the name of social and moral education, the foundation of education for citizenship. This article sets out to review the various interpretations of education for citizenship, including that recommended by the Qualifications and Curriculum Authority, and to report on a small scale research project into teachers' current beliefs and practices in social and moral education. Discussion follows as to whether such practice is an adequate foundation for education for citizenship, and the implications for research and continuing professional development.

APA, Harvard, Vancouver, ISO, and other styles

23

Jurs, Pāvels, and Alīda Samuseviča. "Civic Education for Lower Secondary Students." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 82. http://dx.doi.org/10.17770/sie2015vol2.451.

Full text

Abstract:

<span lang="EN-US">Nowadays the question of the necessity for the civic upbringing in the general curriculum in the system of education of Latvia has been raised. At the same time students` knowledge as well as skills and attitude of civic education have not been fully analyzed. Before carrying out the particular reforms in the content of education, we must assess the situation and find a balanced, purposeful and theoretically reasonable holistic systemic approach for promotion of the citizenship. Through using theoretical and empirical research methods, the process of researching is characterized and the data that reflects students' civic knowledge, skills, attitude and values has been analyzed. This publication contains systematized conclusions that outline the possibilities for pedagogical activities that promote civic competence for students in the general education institutions.</span>

APA, Harvard, Vancouver, ISO, and other styles

24

Bhargava, Marcus, and Lee Jerome. "Training Teachers for and through Citizenship: Learning from Citizenship Experiences." Societies 10, no. 2 (April 28, 2020): 36. http://dx.doi.org/10.3390/soc10020036.

Full text

Abstract:

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities.

APA, Harvard, Vancouver, ISO, and other styles

25

Trškan, Danijela, and Špela Bezjak. "Teaching History and Civic Education in Slovenia." El Futuro del Pasado 12 (July 21, 2021): 123–58. http://dx.doi.org/10.14201/fdp202112123158.

Full text

Abstract:

The article explains how civic education is included in the subject of history in elementary and secondary schools in Slovenia. History is a compulsory subject taught in elementary and secondary schools and plays an important role in the cultural, social and political education of young people – young citizens. The analysis of current history curricula indicates that they contain civic and patriotic elements in the general and specific objectives and learning outcomes, as well as in the content. The analysis of selected history textbooks shows that Slovenian textbooks include more European history than Slovenian history. The article explains what social and civic competences can be developed and fostered in the subject of history and how elementary and secondary school students can use various examples from the past to develop a positive attitude towards Slovenian identity and the protection of Slovenian cultural heritage, a respectful attitude towards human rights and democratic citizenship, towards different cultures, religions and nations, and responsible socio-political activity. It has been noted that history teachers have many opportunities to teach students the relevant values of democratic citizenship and to enable them to know and understand themselves as individuals and as members of the local and global communities. However, more attention should be paid to contemporary Slovenian history and active citizenship.

APA, Harvard, Vancouver, ISO, and other styles

26

임정수. "A Study on Secondary Social Studies Teachers' Perceptions of Citizenship Education." Theory and Research in Citizenship Education 39, no. 1 (March 2007): 179–204. http://dx.doi.org/10.35557/trce.39.1.200703.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Gryl, Inga, and Thomas Jekel. "Re-centring Geoinformation in Secondary Education: Toward a Spatial Citizenship Approach." Cartographica: The International Journal for Geographic Information and Geovisualization 47, no. 1 (March 2012): 18–28. http://dx.doi.org/10.3138/carto.47.1.18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Pérez-Expósito, Leonel. "Citizenship education in Mexico: the depoliticisation of adolescence through secondary school." International Studies in Sociology of Education 25, no. 3 (July 3, 2015): 225–57. http://dx.doi.org/10.1080/09620214.2015.1076705.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Geboers, Ellen, Femke Geijsel, Wilfried Admiraal, Terrence Jorgensen, and Geert ten Dam. "Citizenship development of adolescents during the lower grades of secondary education." Journal of Adolescence 45 (December 2015): 89–97. http://dx.doi.org/10.1016/j.adolescence.2015.08.017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Chistolini, Sandra. "Citizenship Education and Teacher Training. Research and Practice in Italy." European Journal of Education 2, no. 3 (September 25, 2019): 51. http://dx.doi.org/10.26417/ejed.v2i3.p51-63.

Full text

Abstract:

Since 2008-2009, the discipline "Citizenship and Constitution" was introduced by the Law 169/2008, in all Italian schools. From pre-primary to upper secondary school, the intention has been to promote the formation of social awareness and critical consciousness to educate good citizens. The culture of Citizenship and Constitution has assumed then a permanent, structural character in schools. The concept of citizenship has gone through various definitions, it is prevailing the idea of uniting citizenship with the content of the Constitution, thereby reinvigorating the map of common values. More recent is the concept of active citizenship, interpreted in terms of participation and social and civil action in the local, national and European community. The university curriculum of teacher education contemplates the discipline ‘Intercultural Pedagogy and Citizenship Education’ in order to prepare students to become responsible teachers towards social critical themes such as the question of human rights. This article presents results on the cultural relevance of learning Citizenship values as part of curricula both in school and at University and gives the essential reasons to prepare students to become teachers for a school able to orienting children towards democratic citizenship.Keywords: citizenship education, italian constitution, teacher education, human rights, university curriculum

APA, Harvard, Vancouver, ISO, and other styles

31

No-Gutiérrez, Paloma, María-José Rodríguez-Conde, and Eva-María Torrecilla-Sánchez. "Evaluating Intercultural Sensibility in Compulsory Secondary Education." Journal of Information Technology Research 11, no. 4 (October 2018): 1–15. http://dx.doi.org/10.4018/jitr.2018100101.

Full text

Abstract:

The heterogeneity in the Spanish educational system has made it essential to develop certain skills to be a model citizenship. One of those is intercultural sensitivity. But before establishing a program to develop it, it is crucial to know its level in the students. Conscious of this social reality a research was done to study the level of intercultural sensitivity in students in the level of Secondary Compulsory Education of two schools in the region of Salamanca (Spain). The sample consisted of 220 people from two different schools, one public and one private. One of the main objectives is to see if there are significant differences in the answers given depending on the variables gender, ownership of the school and nationality (differentiating between native and foreign). On a first review, it was discovered, in general, there were not significant differences on the answers depending on type of school, gender or nationality.

APA, Harvard, Vancouver, ISO, and other styles

32

Pashby, Karen, and Louise Sund. "Decolonial options and foreclosures for global citizenship education and education for sustainable development." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (June 2, 2020): 66–83. http://dx.doi.org/10.7577/njcie.3554.

Full text

Abstract:

This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.

APA, Harvard, Vancouver, ISO, and other styles

33

Yusof, Hamidah, Mohd Asri Mohd Noor, Mahaliza Mansor, and Jamal Yunus. "KNOWLEDGE, SKILLS, AND ATTITUDES OF MALAYSIAN STUDENT ON GLOBAL CITIZENSHIP EDUCATION." Jurnal Cakrawala Pendidikan 38, no. 3 (October 19, 2019): 426–37. http://dx.doi.org/10.21831/cp.v38i3.26304.

Full text

Abstract:

Student’s perception on the current global citizenship education might have evolved. This study aims to identify the level of knowledge, skills, and attitudes of global citizenship from students’ perceptions. It also examined the relationship between students’ knowledge with the skills and attitudes of global citizenship. This study involved 155 first semester students in a public university in Malaysia. The selection of these respondents is to get their views on the education of global citizenship they received at schools. They were chosen because they had just finished secondary schools, and their experiences were still fresh in memory. They also came from various schools in Malaysia and able to draw on the experience of global citizenship education in Malaysia. This study was quantitative and used a questionnaire as the research instrument. The findings show that the level of knowledge, skills, and attitudes of students towards global citizenship is at a moderate level. The relationship between knowledge, skill, and attitude towards global citizenship is high, positive, and significant. The multiple linear regression analysis showed that skill and attitude are the predictors for the knowledge in the students. This study implies that global citizenship education is important to equip students to understand global issues and become global citizens.

APA, Harvard, Vancouver, ISO, and other styles

34

Simó-Gil, Núria, Antoni Tort-Bardolet, Montse Barniol, and Teresa Pietx. "Learning democracy in a new secondary school." Power and Education 10, no. 2 (June 14, 2018): 166–80. http://dx.doi.org/10.1177/1757743818756912.

Full text

Abstract:

This article presents, first, the theoretical framework developed in a three-year research project that was designed to enable the authors to analyse the characteristics and quality of democracy in 10 centres (five primary schools for children aged from 3 to 12 and five secondary schools for children aged from 12 to 16). Second, students and teachers of one of the participating schools in the region of Barcelona explained their experience of participation as a way of living democratic citizenship education. Last, the article analyses what the authors have learned from this secondary school, as well as a number of research conclusions that allow one to understand some of the important aspects of how students live their condition of democratic citizenship in the school itself.

APA, Harvard, Vancouver, ISO, and other styles

35

Llewellyn, Kristina R. "Performing Post-War Citizenship: Women Teachers in Toronto Secondary Schools." Review of Education, Pedagogy, and Cultural Studies 28, no. 3-4 (December 2006): 309–24. http://dx.doi.org/10.1080/10714410600873217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Ho, Li-Ching, Jasmine B. Y. Sim, and Theresa Alviar-Martin. "Interrogating differentiated citizenship education: Students’ perceptions of democracy, rights and governance in two Singapore schools." Education, Citizenship and Social Justice 6, no. 3 (October 27, 2011): 265–76. http://dx.doi.org/10.1177/1746197911417417.

Full text

Abstract:

Across and within democratic societies, youth experiences of education for citizenship vary widely. A growing body of research suggests that students’ experiences of democratic citizenship education will differ according to how academic programmes, community culture, socio-economic status and gender intersect with prevailing conceptions of equality, mutual respect and reciprocity. This qualitative study explores how democratic citizenship education is enacted in two secondary schools with very dissimilar academic programmes and policies. A key finding in the study is fissures in perceptions of civic engagement and democratic rights between students from the two schools, thus suggesting that academic programmes and policies can differentiate the manner in which students are prepared to fulfil their roles as citizens.

APA, Harvard, Vancouver, ISO, and other styles

37

Shultz, Lynette, Karen Pashby, and Terry Godwaldt. "Youth voices on global citizenship: Deliberating across Canada in an online invited space." International Journal of Development Education and Global Learning 8, no. 2 (November 29, 2017): 5–17. http://dx.doi.org/10.18546/ijdegl.8.2.02.

Full text

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.

APA, Harvard, Vancouver, ISO, and other styles

38

Doolan, Karin, and Mladen Domazet. "Political Education in Croatian Secondary Schools: An Emergency Reaction to a Chaotic Context." Research in Comparative and International Education 2, no. 3 (September 2007): 210–21. http://dx.doi.org/10.2304/rcie.2007.2.3.210.

Full text

Abstract:

The article draws on an analysis exploring how the content and aims of secondary school political education have been framed in official Croatian policy documents following the country's war for independence, with particular focus on the underlying conception of citizenship promoted in such a post-conflict setting. The article also addresses how official textbooks for the secondary school subject of ‘politics and economics’ shape this conception of citizenship through their choice of topics. It is argued in the article that the case of Croatian political education illustrates how a social and historical tipping point can influence what counts as official political knowledge to be transmitted in schools, and thus exemplifies the transitional nature of such knowledge in emergency settings. This locates the issue of knowledge transmitted in Croatian secondary school political education in a broader theoretical discussion on how knowledge can be radically affected by ‘paradigm shifts’ in social and political circumstances, and raises the question of ways in which its arbitrariness can be minimised. To this end, special attention is given to the role of skills and values in political education.

APA, Harvard, Vancouver, ISO, and other styles

39

King, Sarah. "Pedagogies of engagement: Using appreciative inquiry to study post-secondary citizenship education." Citizenship Teaching & Learning 13, no. 1 (March 1, 2018): 127–50. http://dx.doi.org/10.1386/ctl.13.1.127_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Sada, Alejandra Navarro, Liliana Jacott, and Concepción Maiztegui. "Secondary students' perceptions about Citizenship Education: An exploratory study in Madrid, Spain." Citizenship Teaching and Learning 6, no. 2 (June 1, 2011): 139–53. http://dx.doi.org/10.1386/ctl.6.2.139_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Garson, Kyra. "Review of "Global Citizenship Education in Post-Secondary Institutions: Theories, Practices, Policies"." Canadian Journal of Higher Education 41, no. 3 (December 31, 2011): 132. http://dx.doi.org/10.47678/cjhe.v41i3.2486.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Blackmore, Chloe. "Towards a pedagogical framework for global citizenship education." International Journal of Development Education and Global Learning 8, no. 1 (July 11, 2016): 39–56. http://dx.doi.org/10.18546/ijdegl.8.1.04.

Full text

Abstract:

Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions. The second part of this paper begins to demonstrate how this framework might be used as an analytical approach in research and evaluation. It draws on observational examples from doctoral research in one English secondary school to identify aspects of critical thinking, dialogue, and reflection in practice, the strategies teachers use to foster these, and the challenges they may face. With development, the framework has potential for application in future research and evaluation into the complex teaching and learning processes involved in global citizenship education.

APA, Harvard, Vancouver, ISO, and other styles

43

Adeyemi, Michael B., K. Boikhutso, and P. Moffat. "Teaching and Learning of Citizenship Education at the Junior Secondary Level in Botswana." Pastoral Care in Education 21, no. 2 (June 2003): 35–40. http://dx.doi.org/10.1111/1468-0122.00260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

FINCHAM, DAVID. "Citizenship and Personal, Social and Health Education in Catholic Secondary Schools: Stakeholders' Views." Pastoral Care in Education 25, no. 2 (June 2007): 22–30. http://dx.doi.org/10.1111/j.1468-0122.2007.00404.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Clemitshaw, Gary, and Mike Calvert. "Implementing Citizenship in the English Secondary School Curriculum: A Follow-Up Study." Pastoral Care in Education 23, no. 3 (September 2005): 31–36. http://dx.doi.org/10.1111/j.1468-0122.2005.00340.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Fatt Hee Tie and Yan Piaw Chua. "Citizenship Literacy Among 16-Year Old Secondary School Students in Malaysia." Education and Urban Society 43, no. 3 (September 13, 2010): 296–312. http://dx.doi.org/10.1177/0013124510380235.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

De Lira e Silva, Taciana. "Critical Cosmopolitan Citizenship Education and the Ontario Curriculum." Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings 2, no. 1 (March 7, 2019): 77–96. http://dx.doi.org/10.18192/jpds-sjpd.v2i1.2723.

Full text

Abstract:

Critical cosmopolitan citizenship education is a transformational approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. This study’s objective was to inquire about how Ontario’s official curriculum guides educators to prepare secondary students (Canadian born and those new to Canada) to become effective citizens of the 21st century. A critical discourse analysis was conducted to investigate the Ontario Ministry of Education’s (OME) approach to citizenship education within the frameworks of critical pedagogy and cosmopolitan citizenship education that encourage educators and students to respect human rights and become active citizens who strive towards peace and sustainability. The discourse analysis included two curriculum documents: (1) The Ontario curriculum grades 9 and 10: Canadian and World Studies (OME, 2018), which addresses civic education, and (2) The Ontario Curriculum Grades 9 to 12: English as a Second Language and English Literacy Development (OME, 2007), which prepares newcomers to improve their English proficiency. The findings confirm that the discourse produced by these documents aims to develop students’ understanding of the global world, but does not necessarily prepare them to act for the betterment of the planet. The findings further indicate that citizenship education in the 21st century should dissociate from a nation-centered approach and focus on preparing students for global citizenry.

APA, Harvard, Vancouver, ISO, and other styles

48

Sleurs, Willy. "Education for Sustainable Development in Secondary Education of the Flemish Community: Challenges and Perspectives." Australian Journal of Environmental Education 22, no. 1 (2006): 91–97. http://dx.doi.org/10.1017/s0814062600001713.

Full text

Abstract:

AbstractEnvironmental Education is one of the cross-curricular themes, introduced in the mid 1990s in the curriculum of Flemish secondary education (12-18 yr). Both the Brundtland report and the ENSI philosophy inspired the development of the objectives for EE. A strong partnership exists between the departments of education and the environment of the Flemish Ministry and the provincial authorities, which resulted in the project ‘MOS’, an environmental management system for primary and secondary schools. Besides environmental objectives, the pedagogical objectives of the project are strongly emphasised. The UN Decade of Education for Sustainable Development provides a strong stimulus to link Environmental Education to the other cross-curricular themes, Citizenship and Health Education and to include the ‘MOS’-project into the broader framework of Education for Sustainable Development.

APA, Harvard, Vancouver, ISO, and other styles

49

Amin, Muhammad. "Kajian Komparasi Profil Pendidikan Kewarganegaran Sekolah Dasar Di Singapura Dan Indonesia." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 5, no. 2 (May 14, 2021): 356. http://dx.doi.org/10.26858/jkp.v5i2.20464.

Full text

Abstract:

Abstract: The purpose of the study is to describe the profile of primary school citizenship education in Singapore and Indonesia. This study is literature research. The primary data of this study is a document of the primary school-level citizenship education curriculum that applies in Singapore and Indonesia, while secondary data is another source of literature that fits the focus of this study. The research data is collected through documentation techniques, then analyzed by content analysis method. The findings of this study are programmatically citizenship education of elementary schools in Singapore and Indonesia included in the separated approach and used as a core program of compulsory subjects and has its own uniqueness.

APA, Harvard, Vancouver, ISO, and other styles

50

De-Alba-Fernández, Nicolás, Elisa Navarro-Medina, and Noelia Pérez-Rodríguez. "School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville." Social Sciences 10, no. 5 (May 8, 2021): 165. http://dx.doi.org/10.3390/socsci10050165.

Full text

Abstract:

In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Citizenship Education, Secondary'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles