Civics and Citizenship Assessment
Publication Date
3-2008
Subjects
Citizenship education, Cultural context, Citizen participation
Abstract
Characteristics of the school context and its impact on the development of students’ knowledge, as well as their dispositions and competencies in relation to their roles as citizens, are especially important for a study of civics and citizenship education. The school in itself represents both the principal institution in which young people are directly involved and, at the same time, the foremost community in which they can actively participate. Various characteristics of school context affect both the development of a formal and informal civic and citizenship curriculum, as well as the students actual learning experience within school in relation to school general ethos, culture and climate. Moreover, civic and citizenship education development encompasses a variety of learning situations: leadership and management, everyday activities of the school community, the quality of relations inside the school itself and between the school and the community. Students’ daily experience in school is a factor that strongly influences their perception of school as a democratic environment. This paper discusses and illustrates purposes and contents of the IEA International Civic and Citizenship Education Study (ICCS 2009) teacher and school surveys and instruments.
Recommended Citation
Agrusti, G., & Losito, B. (2008). Collecting School and Teacher Data in International Civic and Citizenship Study. https://research.acer.edu.au/civics/72
Language
English, English
Included in
Civic and Community Engagement Commons, Educational Assessment, Evaluation, and Research Commons, International and Comparative Education Commons
Comments
Papers about ICCS presented at the Annual Meeting of AERA in New York (24 - 28 March 2008)