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Journal articles on the topic 'Civics Education, Secondary'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Hallgren, Eva, and Eva Österlind. "Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format." Education Sciences 9, no. 3 (2019): 231. http://dx.doi.org/10.3390/educsci9030231.

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The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity

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2

Rusu, Mihai Stelian. "’Civilising’ the Transitional Generation: The Politics of Civic Education in Post-Communist Romania." Social Change Review 17, no. 1 (2019): 116–41. http://dx.doi.org/10.2478/scr-2019-0005.

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Abstract The paper examines the introduction of civic education in post-communist Romania as an educational means of civilising in a democratic ethos the children of the transition. Particularly close analytical attention is paid to a) the political context that shaped the decision to introduce civic education, b) the radical changes in both content and end purpose of civics brought about by educational policies adopted for accelerating the country’s efforts of integrating into the Euro-Atlantic structures (NATO and the European Union), and c) the actual consequences that these educational pol

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Suratni, Suratni. "PENGARUH PENGAJARAN NILAI MORAL DALAM PEMBELAJARAN PPKN." CENDEKIA: Journal of Education and Teaching 8, no. 2 (2014): 169. http://dx.doi.org/10.30957/cendekia.v8i2.61.

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This study examines the relationship between value of morality to the civic education for the secondary school students. Chi-Square was used to analyze the data. The findings of the study were revealed that a significant correlation was proven by value of moral (X) to civics education achievement (Y) with the Chi Square coefficient = 46.09 that was greater (>) than -table 9.49 at the significance level 0.05 and df = 4. It meant that the more teaching of value of moral was good, the civics education achievement became more and more raising, too.

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Moffa, Eric. "A paradox of place: civic education in the rural south." Social Studies Research and Practice 14, no. 1 (2019): 105–21. http://dx.doi.org/10.1108/ssrp-07-2018-0028.

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Purpose Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of place in rural schools and its influence on their decision making about the curriculum. Design/methodology/approach A qualitative case study design was utilized. Four 12th grade civics teachers were sampled across three rural schools in a southern state. Data came from interviews, classroom observations and teaching artifacts. A constant comparison method of data analysis led to the emergence of a major theme: the

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Halimah, Lili. "Developing Civic Education Learning through Cosmopolitan Value Perspective." Journal of Moral and Civic Education 2, no. 1 (2018): 26–37. http://dx.doi.org/10.24036/885141221201893.

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This study aims to provide insight to PPKn teachers because it is part of the research on citizenship development studied through the perspective of cosmopolitan values. In this era of globalisation, the Indonesian people are faced with global forces that go hand in hand with cosmopolitanism. The main problem is how much Civic Education (Civics Education) is influenced by cosmopolitan values? The research locations are spread in Cimahi Tengah, Utara, and Selatan totaling 45 schools. The study population totaled 20,702 with a sample of 400 students. The study used the Cross-Sectional Survey met

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Kristiansson, Martin. "Underordnat, undanskymt och otydligt – om samhällskunskapsämnets relationsproblem inom SO-gruppen på svenskt mellanstadium." Acta Didactica Norge 11, no. 1 (2017): 4. http://dx.doi.org/10.5617/adno.2547.

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I artikeln diskuteras en lärarstudie om vad som utmärker samhällskunskaps-ämnet på svenskt mellanstadium. Det sker mot bakgrund av en skandinavisk ämnesdidaktisk diskussion om ämnets tydlighet med fokus riktad mot svenska förhållanden. Här har ämnet beskrivits som otydligt i läroplans- och läroboks-forskning medan det framträder som mer tydligt i lärarforskning. Denna lärarforskning har dock oftast studerat grundskolans högstadium och gymnasium. Studier på mellanstadiet saknas och min studie visar, till skillnad från dessa studier, att ämnet är otydligt när lärarna talar om det. Det är ett sta

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Stock, Rhonda, and Sonja C. Grover. "Critical reflection in the secondary classroom: incorporating indigenous content in an anti-oppression framework." International Journal of Children’s Rights 21, no. 4 (2013): 629–45. http://dx.doi.org/10.1163/15718182-55680021.

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This paper presents the major findings of a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education at Lakehead University (Stock, 2011).1 An anti-oppressive pedagogical approach in a secondary classroom in Northwest Ontario was used to incorporate Indigenous rights education into the existing Civics curriculum. This research was modeled after a participatory action research framework allowing flexibility and input from participants. A curriculum unit based on the UNDRIPs was developed and implemented in the Civics classroom. The research findings supp

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Aziz, Jamal. "Nationalist Value on Civics Teaching Materials in Elementary School." International Journal of Social Science Research and Review 4, no. 1 (2021): 45–50. http://dx.doi.org/10.47814/ijssrr.v4i1.64.

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The past three years have witnessed a dramatic revitalization of civics education for use in schools. In this brief period, educators have participated in a major national inquiry into civics education, initiated a national curriculum materials project, commenced research to create a substantive teacher knowledge base, developed centers of civics education, and constructed programs for teacher preparation. While this revitalization is not yet well grounded in schools, the situation should change dramatically in the very near future. The structure of the administration of formal education varie

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Kavadias, Dimo. "Voltooid verleden tijd ? : Het verband tussen kennis over de nazi-genocide en democratische attitudes bij adolescenten in Brussel." Res Publica 46, no. 4 (2004): 535–54. http://dx.doi.org/10.21825/rp.v46i4.18416.

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Schools are expected to educate children into democratic citizens by providing "civics" or history courses. lt is believed that the formal curriculum affects the amount of cognition of each pupil, which - in its turn - would influence the civic competencies and social attitudes. This supposition is explicitly stated in 'holocaust-education 'programs and in 'civics'-courses. Accordingly, knowledge on the nazi-attrocities would stimulate tolerance, and by this way counter prejudice.The current contribution tests this supposition on survey-data (2002) from 773 Frenchspeakin g and 469 Flemish-spea

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Papworth. "Does Teaching Civics Increase Active Citizenship? A Comparison of Civic Education for Secondary School Students in Ethiopia and in Wales." Northeast African Studies 20, no. 1-2 (2020): 117. http://dx.doi.org/10.14321/nortafristud.20.1-2.0117.

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Chitiga, Miriam. "Performing Arts for Effective Civic Engagement." International Journal of Civic Engagement and Social Change 1, no. 3 (2014): 59–74. http://dx.doi.org/10.4018/ijcesc.2014070105.

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There is a dearth of civic knowledge, skills, dispositions, and interest among pre-and post-secondary students and the general public. Many people are not equipped with the necessary knowledge of American political history, democratic institutions, processes, and civic life needed to allow them to become active, effective, responsible, and empowered citizens and leaders of the future. The traditional mode of incorporating civics in the lecture format in social studies and political science curricula is ineffective. The Performing Arts for Effective Civic Engagement (PAECE) program is a cross-d

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Munck, Ingrid, Carolyn Barber, and Judith Torney-Purta. "Measurement Invariance in Comparing Attitudes Toward Immigrants Among Youth Across Europe in 1999 and 2009." Sociological Methods & Research 47, no. 4 (2017): 687–728. http://dx.doi.org/10.1177/0049124117729691.

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This study applies the alignment method, a technique for assessing measurement equivalence across many groups, to the analysis of adolescents’ support for immigrants’ rights in a pooled data set from the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study and the 2009 IEA International Civics and Citizenship Education Study. We examined measurement invariance across 92 groups (country by cohort by gender), finding that a five-item scale was statistically well-grounded for unbiased group comparisons despite the presence of significant noninva

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Oberle, Monika, and Johanna Leunig. "Simulation games on the European Union in civics: Effects on secondary school pupils’ political competence." Citizenship, Social and Economics Education 15, no. 3 (2016): 227–43. http://dx.doi.org/10.1177/2047173416689794.

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Civics courses strive to promote students’ political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political simulations. Looking at positive expectations generally placed on simulation games, they seem very suitable for addressing key problems of teaching about European Union identified earlier. However, simulation games have also been regarded as demanding

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Madsen, Torsten, and Folke Vernersson. "Models from Research as Structuring Aids in Civics Teaching and Primary Social Studies." Citizenship, Social and Economics Education 2, no. 2 (1997): 93–105. http://dx.doi.org/10.2304/csee.1997.2.2.93.

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This article discusses some empirical findings from the use of models in civics teaching and primary social studies. The nature of the models used in research is compared to the usefulness of similar models in the planning of teaching processes. A set of empirical studies, conducted by student teachers using models in primary and secondary schools, are summarised. A more detailed description is given of David Easton's systems analysis model, which has been used as a structuring device for teaching in primary school during an in-service education course. The results are mostly encouraging with

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Cheffou, Idi. "ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC." Sokoto Educational Review 16, no. 2 (2015): 12. http://dx.doi.org/10.35386/ser.v16i2.128.

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This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 admin

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Biström, Elin, and Ragnar Lundström. "Action Competence for Gender Equality as Sustainable Development: Analyzing Swedish Lower Secondary Level Textbooks in Biology, Civics, and Home and Consumer Studies." Comparative Education Review 65, no. 3 (2021): 513–33. http://dx.doi.org/10.1086/714607.

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Poudel, Krishna Prasad. "Space of Geography Content in Social Studies of School Education Curriculum in Nepal." Third Pole: Journal of Geography Education 17 (May 23, 2018): 1–20. http://dx.doi.org/10.3126/ttp.v17i0.19979.

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Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of t

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Alpusari, Mahmud. "ANALISIS KURIKULUM PENDIDIKAN LINGKUNGAN HIDUP PADA SEKOLAH DASAR PEKANBARU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 2, no. 02 (2014): 10. http://dx.doi.org/10.33578/jpfkip.v2i02.1957.

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The purpose of this research is that to create even distribution and understanding about life areaeducation to primary school students that will obtain students’ attitudes in doing actionsappropriating to the concept of life area education and create an alternative the development of lifearea education in Pekanbaru based on national curriculum or local curriculum. So that it can givecontribution to the curriculum in in real on the framework of life area education. The data used in thisresearch were primary and secondary data. Primary data sources from survey (direct observation) atschool, inte

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Fekadu, Alemenh Amesalu. "Assessing the Impact of School Rules and Regulations on Students' Perception Toward Promoting Good Behavior: Sabian Secondary School, Dire Dawa, Ethiopia." Stats 2, no. 2 (2019): 202–11. http://dx.doi.org/10.3390/stats2020015.

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Discipline is an important component of human behavior, and one could assert that without it, an organization cannot function well toward the achievement of its goals. The aim of this study was to assess the impact of school rules and regulations on students' perception toward promoting good behavior. The data were obtained from 438 respondents through a mailed questionnaire instrument. The data were tabulated, and Pearson's chi-square test was applied for inferential analysis. Around 33.1% of the students had a negative perception of school rules and regulations about promoting good behavior,

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Kisumbe, Lazaro Alman, and Yusuph Lameck Mashala. "Effects of the language of instruction on Learning in Secondary Education and Its Implications in Workforce Preparation: A Case of Dodoma, Tanzania." Journal of Public Administration and Governance 10, no. 3 (2020): 215. http://dx.doi.org/10.5296/jpag.v10i3.17370.

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This paper intended to examine the effects of the language of instruction on Learning in secondary education in Dodoma region, and its implications in the preparation of the country's workforce. A total of 288 form one students at Ipala and Hombolo secondary schools were purposely and conveniently selected into the study. Standard seven past papers including geography, history, and civics were used as model papers to test the effects of the Language of instruction in students' learning. The same examination was conducted to the same group in each school administered in English and later in the

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Cha, Jo-Il, and Dae-Hyun Kang. "Education for Political Participation in the Period of Japanese Occupation and Government Establishment - Focused on Laws & Economics, Civics, Social Studies in Secondary School -." Journal of Curriculum and Evaluation 19, no. 3 (2016): 1–21. http://dx.doi.org/10.29221/jce.2016.19.3.1.

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Sim, Jasmine B. Y., and Malathy Krishnasamy. "Building a democratic society: exploring Singapore students ' understandings of democracy." Asian Education and Development Studies 5, no. 1 (2016): 37–58. http://dx.doi.org/10.1108/aeds-07-2015-0033.

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Purpose – One would not commonly associate democracy with Singapore, instead scholars have often described Singapore as an illiberal democracy and an authoritarian state. At the same time, all Singaporean school students recite the national pledge of allegiance in school every morning, in which they pledge “to build a democratic society based on justice and equality”. What do students know about democracy? Are they able to distinguish the characteristics of democratic systems from non-democratic ones? The purpose of this paper is to report on Singapore students’ understandings of democracy. De

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Reynaert, Barbora. "CLIL and Productive Vocabulary Acquisition in the Czech Context." Advances in Language and Literary Studies 10, no. 4 (2019): 153. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.153.

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This paper sheds light on productive vocabulary development in classes of CLIL (content and language integrated learning). Participants in the study were pupils of lower-secondary school (aged 11-15) in the Czech Republic having experienced CLIL instruction in History or Civics. The investigation was aimed at measuring vocabulary acquisition gained during a year of CLIL. Half of the pupils in the experimental group already had one year of CLIL experience prior to the experiment; the second half of the pupils started with CLIL at the time of the experiment. Both of these groups were compared to

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Gavrilova, N. V., and D. Schugurensky. "Democratisation of educational systems through participatory approaches in US schools and universities." Education and science journal 23, no. 7 (2021): 99–121. http://dx.doi.org/10.17853/1994-5639-2021-7-99-121.

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Introduction. This article examines the modern educational approach in the field of liberal arts and practical finance, democratisation of the decision-making system in educational institutions through the active engagement of students on the example of US schools and universities. This approach is based on initiative, or participatory budgeting, i.e. students are involved in the process of allocation of budgetary funds of schools and universities. Such participatory practice has educational and administrative objectives, as it serves to improve the quality management in educational institutio

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K. Flensner, Karin, Göran Larsson, and Roger Säljö. "Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden." Education Sciences 9, no. 2 (2019): 80. http://dx.doi.org/10.3390/educsci9020080.

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In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience

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Nuryati, Nuryati, and Nuni Astriana. "PENGARUH NILAI UJIAN SEKOLAH BERSTANDAR NASIONAL TERHADAP PRESTASI BELAJAR PENDIDIKAN KEWARGANEGARAAN DI SEKOLAH MENENGAH PERTAMA." Academy of Education Journal 11, no. 01 (2020): 52–62. http://dx.doi.org/10.47200/aoej.v11i01.316.

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Educational assessment is the process of gathering and processing information to determine the achievement of student learning outcomes at the level of primary and secondary education. Assessment is carried out in the spiritual, social, knowledge and skills domains that are carried out in a planned and systematic manner during and after the learning process of a competency of learning content for a certain period of time. The subject of this research is the value of the National Standard School Examination (USBN) and the learning achievement of Bina Jaya Bantul Middle School students wit

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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.

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<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 cha

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Лисенко, Н. Г. "ВИХОВАННЯ ТОЛЕРАНТНОСТІ В УЧНІВ ШКІЛ ФРАНЦІЇ У КОНТЕКСТІ МОРАЛЬНОЇ ТА ГРОМАДЯНСЬКОЇ ОСВІТИ". Теорія та методика навчання та виховання, № 47 (2019): 50–62. http://dx.doi.org/10.34142/23128046.2019.47.05.

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Tolerance is one of the important values of the French education system that is brought up at school. Transferring values is the mission of the school along with the transfer of knowledge and skills. The need for fostering tolerance in French school students is driven by the current political and socio-economic situation in France. The rise in manifestations of intolerance, violence, xenophobia, racism in society has led the state to take active steps in public education, in particular, to introduce such a compulsory subject as moral and civic education. The purpose of the article is to highli

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Shkitina, N. S., and N. S. Kasatkina. "TRAINING EDUCATION STUDENTS IN CIVIC AND PATRIOTIC EDUCATION FOR SECONDARY SCHOOL STUDENTS: A MODEL." Bulletin of Nizhnevartovsk State University, no. 3 (December 15, 2020): 115–23. http://dx.doi.org/10.36906/2311-4444/20-3/16.

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Training education students of pedagogical universities how to organize civic-patriotic education in secondary schools is a relevant problem due to the latest socio-economic changes and the following revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, we determined a terminological series of basic concepts of the studied problem, such as civic consciousness, patriotism, civic-patriotic education in secondary school, training of education students in civic and patriotic education for secondary school children. Based on the analysi

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Oliver, Magasu, Muleya Gistered, and Mweemba Liberty. "TEACHING STRATEGIES USED IN CIVIC EDUCATION LESSONS IN SECONDARY SCHOOLS IN ZAMBIA." International Journal of Research -GRANTHAALAYAH 8, no. 2 (2020): 39–46. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.182.

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This study sought to investigate the teaching strategies used in Civic Education lessons in secondary schools in Zambia. The study used a descriptive case study design and data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-four participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings of the study were that teachers in secondary schools still used teacher-centred strategies in the teaching of Civic Education despite polic

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HO, WAI CHUNG. "Hong Kong Secondary Music Education: political transition and civic education." Music Education Research 1, no. 2 (1999): 171–90. http://dx.doi.org/10.1080/1461380990010205.

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Persell, Caroline Hodges, and Harold Wenglinsky. "For-profit post-secondary education and civic engagement." Higher Education 47, no. 3 (2004): 337–59. http://dx.doi.org/10.1023/b:high.0000016436.45792.00.

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Marsone, Stanislava. "INTEGRATION OF CIVIC EDUCATION INTO LOWER-SECONDARY SCHOOL CURRICULUM." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 173. http://dx.doi.org/10.17770/sie2016vol2.1388.

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There have been dramatic changes in the concepts of democracy in European countries and throughout the world, which have led to the changes in attitudes between a person and a society. Globalisation has brought the culture of stereotypes, multicultural society, migration – these are only some aspects that indicate the growth of importance of civic education at every level of education in the modern world. To choose the most effective methods and forms of civic education, it is essential to analyse world experience and cultural traditions of every country, which are based on the ideals and valu

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Alijevs, Roman, Zoja Chehlova, Ingrida Kevisa, and Mihail Chehlovs. "THE CIVIC SELF-CONSCIOUSNESS OF CONTEMPORARY SECONDARY SCHOOL STUDENTS IN THE ASPECT OF THE HUMANISTIC PARADIGM OF EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 43. http://dx.doi.org/10.17770/sie2020vol3.4855.

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Civic self-consciousness is a topical issue in present-day Latvia. After regaining of independence and joining the European Union, there appeared an opportunity to ensure real freedom and genuine democracy for all inhabitants in Latvia. Thus, new conditions were created for the development of civic self-consciousness in senior secondary school students. New guidelines are developed in the European system of education according to the new understanding of humanism. The key reference-point is the understanding that the main goal of education is to support the development of personality that will

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Sari, Eka, and Yusuf Ali. "PENGUATAN SIKAP NASIONALISME MELALUI PEMBELAJARAN PENDIDIKAN KEWARGANEGARAAN PADA SEKOLAH INTERNASIONAL (Studi pada Secondary School di Singapore Piaget Academy Solo Raya)." PKn Progresif: Jurnal Pemikiran dan Penelitian Kewarganegaraan 13, no. 1 (2018): 104. http://dx.doi.org/10.20961/pknp.v13i1.22482.

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<p><em>The results of research are as follows: (1) the implementation of the reinforcement of nationalism attitudes through Civic Education learning on Secondary School at Singapore Piaget Academy of Solo Raya has run well through the phases of planning, implementation, and assesment as indicated in the learning process that the indicators of nationalism attitudes are always implanted to the learners’ minds, which includes: (a) Indonesian language, (b) knowledge of nationality, (c) domestic product consumption, (d) professionalism, (e) upholding unity and integrity, (g) giving prio

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Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.

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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic educati

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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.

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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 his

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

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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

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Saha, Lawrence J. "Political Activism and Civic Education among Australian Secondary School Students." Australian Journal of Education 44, no. 2 (2000): 155–74. http://dx.doi.org/10.1177/000494410004400205.

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O. Vysotska and S. Vysotska. "SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY." World Science 3, no. 4(56) (2020): 4–9. http://dx.doi.org/10.31435/rsglobal_ws/30042020/7030.

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The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successf

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YEHOROVA, OLEKSANDRA. "Perspectives of Civic Upbringing as in Non formal Education." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 21 (January 7, 2019): 311–28. http://dx.doi.org/10.14746/ikps.2018.21.16.

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The article covers the theoretical aspects and importance of civic education in its broad sense nowadays and analyzes its role, tasks, the after-school programs, best experiences and practices of after-school education in the United States in the field of civic education and upbringing. In the article civic education in the framework of U.S. out-of-school time is substantiated as a systematic object in its substantive and procedural aspects, which aims to form national, universal human values, civic activity and competencies required in the XXI century. It has been established that civic educa

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Nikolova, Roumiana, and Rainer H. Lehmann. "On the Dimensionality of the Cognitive Test Used in the IEA Civic Education Study: Analyses and Implications." European Educational Research Journal 2, no. 3 (2003): 370–83. http://dx.doi.org/10.2304/eerj.2003.2.3.4.

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The second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study was designed to measure dimensions of civic knowledge among 14 year-old and upper secondary students across diverse educational systems. One of the major aims of the study on upper secondary students was to attain sufficient commonality with the test instrument for the 14 year-olds in order to facilitate meaningful cross-population references. This requirement could be successfully achieved by including a substantial number of (anchor) items from the test for the younger group, yet le

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Savage, Corey, Michael Becker, and Jürgen Baumert. "Unequal Civic Development? Vocational Tracking and Civic Outcomes in Germany." AERA Open 7 (January 2021): 233285842110453. http://dx.doi.org/10.1177/23328584211045397.

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Vocational education and training (VET) is a common form of upper secondary school tracking in countries around the world. There are ongoing debates regarding the effects of this differentiation on academic and labor market outcomes; however, evidence on civic outcomes is lacking. Using a unique cohort study in Germany ( N = 2461) and a doubly robust weighting approach with a rich set of baseline covariates to address selection bias, we estimated the effects of VET (relative to academic upper secondary school) on political interest, internal political efficacy, and intent to vote across 15 yea

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Yuen, Timothy Wai Wa, Yan Wing Leung, and Sally Jie Qing Lu. "Liberal Studies’ role in civic education: an exploratory study." Asian Education and Development Studies 5, no. 1 (2016): 59–70. http://dx.doi.org/10.1108/aeds-05-2015-0014.

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Purpose – Liberal Studies (LS), as a compulsory subject for senior secondary students (S4-6) who sit for the Diploma of Secondary Education, was introduced in 2007. There has been increased discussion about merits of the subject. This paper was written based on a study the researchers conducted with LS teachers and students to probe the role LS may play in relation to civic education. The paper aims to discuss these issues. Design/methodology/approach – The study employed a qualitative methodology and a series of in-depth interviews were carried out with real LS teachers and students to tap th

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Babych, Liudmyla. "The Problem of Formation of Civic and Social Competencies of Teenagers in the Process of Socio-Pedagogical Communication." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (339) (2021): 22–30. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-1-22-30.

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The article is devoted to the problem of formation of civic and social competencies of teenagers in the process of social and pedagogical communication. The main focus is on revealing the essence and content of concepts «civic competence», «social competence». Features of adolescence, and also the importance and possibilities of formation civic and social competencies of this age period in the process of socio-pedagogical communication are revealed. It is noted that there is a need for more detailed study: the content of the concept «civic and social competencies of teenagers»; features of the

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

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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 back

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Witschge, Jacqueline, and Herman G. van de Werfhorst. "Standardization of lower secondary civic education and inequality of the civic and political engagement of students." School Effectiveness and School Improvement 27, no. 3 (2015): 367–84. http://dx.doi.org/10.1080/09243453.2015.1068817.

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Wohnig, Alexander. "Explaining Political Apathy in German Civic Education Textbooks." Journal of Educational Media, Memory, and Society 10, no. 2 (2018): 20–38. http://dx.doi.org/10.3167/jemms.2018.100202.

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Since the 1990s, political apathy among young people has been a recurrent issue in political science. This article examines, on the basis of a survey of the current debate about political apathy in Germany and an analysis of civic education textbooks for the lower secondary level in Baden-Württemberg, how contemporary German textbooks reflect young people’s interest in politics. This article will show that, while political apathy in textbooks can be explained as the result of either an individual deficit on the part of the reader or a structuralist deficit of the political system, the latter

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Paingha Sele, Dr Anderson. "Emphasis on Curriculum Contents in Civic Education for Secondary School in Nigeria." South Asian Journal of Social Sciences and Humanities 01, no. 03 (2020): 139–51. http://dx.doi.org/10.48165/sajssh.2020.1310.

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Hoang Phi, Hai. "Organizing experienced activities in civic education in secondary school through project teaching." Journal of Science Educational Science 64, no. 9 (2019): 77–84. http://dx.doi.org/10.18173/2354-1075.2019-0112.

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