Civics and Citizenship Assessment

Publication Date

4-2012

Subjects

Citizenship education, Citizen participation, Student attitudes

Comments

Papers about ICCS presented at the Annual Meeting of AERA in Vancouver (13 - 17 April 2012)

Abstract

The idea of civic and citizenship education underpinning ICCS recognizes that civic and citizenship knowledge, dispositions to engage and attitudes related to civic and citizenship education are linked to the variety of contexts where students live, including family background, classrooms, schools, and the wider community (Schulz, Ainley, Fraillon, Losito, Kerr, 2008; Schulz, Ainley, Fraillon, Kerr, Losito, 2010). Particular importance is given to the actual opportunities students have to actively participate in school life and in the community where the school is located. The first part of this paper will provide a general overview of how schools in the countries participating in ICCS enhance and support student civic participation, both within the school and in the local communities where schools are located. It also illustrates if and how schools encourage participation of teachers, parents and students in the running of the school and the extent to which they can be considered as “democratic learning environment” open to student participation both at a school and at a classroom level. Furthermore, it attempts to clarify the role of school and teachers in student participation in civic related activities in the local community, providing an overview of the differences existing across the 38 countries participating in ICCS. In the second part, we will be presenting a selection of analyses aiming at exploring these results in depth, investigating the relationships between the openness of schools to students’ participation and civic engagement at school and in the wider community. We drew on data from ICCS student, teacher, and school questionnaire to perform these analyses.

Language

English, English

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