Becoming Citizens in a Changing World : : IEA International Civic and Citizenship Education Study 2016 International Report.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2018. Ã2018. |
Year of Publication: | 2018 |
Edition: | 1st ed. |
Language: | English |
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Physical Description: | 1 online resource (261 pages) |
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Schulz, Wolfram. Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report. 1st ed. Cham : Springer International Publishing AG, 2018. Ã2018. 1 online resource (261 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Intro -- Foreword -- Contents -- List of tables and figures -- Executive summary -- About the study -- Key findings -- Provision of civic and citizenship education -- Civic knowledge -- Student civic engagement -- Student attitudes toward important issues in society -- School contexts for civic and citizenship education -- Explaining variation in students' civic knowledge and expected engagement -- Implications of findings -- CHAPTER 1: Introduction to the International Study of Civic and Citizenship Education -- Background -- Previous IEA studies of civic and citizenship education and the establishment of ICCS -- Global developments since ICCS 2009 -- Areas of broadened scope in ICCS 2016 -- Research questions -- RQ 1 How is civic and citizenship education implemented in participating countries? -- RQ 2 What is the extent and variation of students' civic knowledge within and across participating countries? -- RQ 3 What is the extent of students' engagement in different spheres of society, and which factors within or across countries are related to it? -- RQ 4 What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation? -- RQ 5 How are schools in the participating countries organized with regard to civic and citizenship education, and what is its association with students' learning outcomes? -- Participating countries, populations, and sample design -- The ICCS 2016 assessment framework -- The ICCS contextual framework -- Contexts assessed in ICCS 2016 -- Data collection and ICCS instruments -- Links to ICCS and reporting changes since 2009 -- Report context and scope -- References -- CHAPTER 2: National contexts for civic and citizenship education -- Chapter highlights -- Conceptual background and prior research. Education systems and national contexts -- Level of autonomy in school decision-making -- Level of autonomy in planning civic and citizenship education at school -- Profiles of civic and citizenship curricula and approaches -- Aims of civic and citizenship education -- Contexts for teacher preparation -- References -- CHAPTER 3: Students' civic knowledge -- Chapter highlights -- Introduction -- Assessing student knowledge -- Developing the described scale of students' civic knowledge -- Establishing the scale in ICCS 2009 -- Extending the scale in ICCS 2016 -- Sample ICCS test items -- Sample item 1: Below Level D -- Sample items 2 and 3: Level D -- Sample item 4: Level C -- Sample item 5: Level B -- Sample items 6, 7, and 8: Levels C, B, and A -- Comparison of civic knowledge across countries -- Average civic knowledge scores across countries -- Average civic knowledge scores across countries -- Variations across countries with respect to associations between civic knowledge, Human Development Index, and student age -- Changes in civic knowledge since 2009 -- Variations in civic knowledge across countries with respect to student background characteristics -- Gender differences in civic knowledge -- Student age and civic knowledge within countries -- Associations between civic knowledge and socioeconomic background characteristics -- Associations between civic knowledge and immigrant and language backgrounds -- References -- CHAPTER 4: Aspects of students' civic engagement -- Chapter highlights -- Conceptual background and prior research -- Personal engagement with political and social issues -- Students' participation in civic activities at school -- Students' actual and expected civic participation outside school -- References -- CHAPTER 5: Students' attitudes toward important issues in society -- Chapter highlights. Conceptual background and prior research -- Students' attitudes toward democracy and citizenship -- Students' attitudes toward equal opportunities -- Students' perceptions of global issues, trust in institutions, and attitudes toward the influence of religion in society -- References -- CHAPTER 6: School contexts for civic and citizenship education -- Chapter highlights -- Conceptual background and prior research -- Participatory processes and social interactions at school -- School and classroom climate -- Different forms of bullying at school -- Implementation of civic and citizenship education at schools -- Activities related to environmental sustainability at school -- Civic and citizenship activities in classrooms and teacher preparation -- References -- CHAPTER 7: Explaining variation in students' civic knowledge and expected civic engagement -- Chapter highlights -- Conceptual background -- Explaining variation in civic knowledge: the history of IEA studies and the background provided by theoretical approaches -- Explaining variation in expected civic participation in the future -- References -- CHAPTER 8: Main findings and implications for policy and practice -- Summary of main findings -- National contexts for civic and citizenship education -- Student knowledge and understanding of civics and citizenship -- Aspects of students' civic engagement -- Students' attitudes toward important issues in society -- School contexts for civic and citizenship education -- Explaining variation in students' civic knowledge and expected engagement -- Comparing student outcomes across countries -- Implications for policy and practice -- Outlook -- References -- APPENDIX A: SAMPLING INFORMATION AND PARTICIPATION RATES -- APPENDIX B: REGRESSION ANALYSIS FOR CIVIC KNOWLEDGE AND AGE -- APPENDIX C: STUDENT PERCENTAGES FOR DICHOTOMOUS VARIABLES. APPENDICE D: ITEM MAPS -- References -- APPENDIX E: PAIR-WISE COMPARISONS OF CIVIC KNOWLEDGE -- APPENDIX F: ORGANIZATIONS AND INDIVIDUALS INVOLVED IN ICCS 2016. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Ainley, John. Fraillon, Julian. Losito, Bruno. Agrusti, Gabriella. Friedman, Tim. Print version: Schulz, Wolfram Becoming Citizens in a Changing World Cham : Springer International Publishing AG,c2018 9783319739625 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5378101 Click to View |
language |
English |
format |
eBook |
author |
Schulz, Wolfram. |
spellingShingle |
Schulz, Wolfram. Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report. Intro -- Foreword -- Contents -- List of tables and figures -- Executive summary -- About the study -- Key findings -- Provision of civic and citizenship education -- Civic knowledge -- Student civic engagement -- Student attitudes toward important issues in society -- School contexts for civic and citizenship education -- Explaining variation in students' civic knowledge and expected engagement -- Implications of findings -- CHAPTER 1: Introduction to the International Study of Civic and Citizenship Education -- Background -- Previous IEA studies of civic and citizenship education and the establishment of ICCS -- Global developments since ICCS 2009 -- Areas of broadened scope in ICCS 2016 -- Research questions -- RQ 1 How is civic and citizenship education implemented in participating countries? -- RQ 2 What is the extent and variation of students' civic knowledge within and across participating countries? -- RQ 3 What is the extent of students' engagement in different spheres of society, and which factors within or across countries are related to it? -- RQ 4 What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation? -- RQ 5 How are schools in the participating countries organized with regard to civic and citizenship education, and what is its association with students' learning outcomes? -- Participating countries, populations, and sample design -- The ICCS 2016 assessment framework -- The ICCS contextual framework -- Contexts assessed in ICCS 2016 -- Data collection and ICCS instruments -- Links to ICCS and reporting changes since 2009 -- Report context and scope -- References -- CHAPTER 2: National contexts for civic and citizenship education -- Chapter highlights -- Conceptual background and prior research. Education systems and national contexts -- Level of autonomy in school decision-making -- Level of autonomy in planning civic and citizenship education at school -- Profiles of civic and citizenship curricula and approaches -- Aims of civic and citizenship education -- Contexts for teacher preparation -- References -- CHAPTER 3: Students' civic knowledge -- Chapter highlights -- Introduction -- Assessing student knowledge -- Developing the described scale of students' civic knowledge -- Establishing the scale in ICCS 2009 -- Extending the scale in ICCS 2016 -- Sample ICCS test items -- Sample item 1: Below Level D -- Sample items 2 and 3: Level D -- Sample item 4: Level C -- Sample item 5: Level B -- Sample items 6, 7, and 8: Levels C, B, and A -- Comparison of civic knowledge across countries -- Average civic knowledge scores across countries -- Average civic knowledge scores across countries -- Variations across countries with respect to associations between civic knowledge, Human Development Index, and student age -- Changes in civic knowledge since 2009 -- Variations in civic knowledge across countries with respect to student background characteristics -- Gender differences in civic knowledge -- Student age and civic knowledge within countries -- Associations between civic knowledge and socioeconomic background characteristics -- Associations between civic knowledge and immigrant and language backgrounds -- References -- CHAPTER 4: Aspects of students' civic engagement -- Chapter highlights -- Conceptual background and prior research -- Personal engagement with political and social issues -- Students' participation in civic activities at school -- Students' actual and expected civic participation outside school -- References -- CHAPTER 5: Students' attitudes toward important issues in society -- Chapter highlights. Conceptual background and prior research -- Students' attitudes toward democracy and citizenship -- Students' attitudes toward equal opportunities -- Students' perceptions of global issues, trust in institutions, and attitudes toward the influence of religion in society -- References -- CHAPTER 6: School contexts for civic and citizenship education -- Chapter highlights -- Conceptual background and prior research -- Participatory processes and social interactions at school -- School and classroom climate -- Different forms of bullying at school -- Implementation of civic and citizenship education at schools -- Activities related to environmental sustainability at school -- Civic and citizenship activities in classrooms and teacher preparation -- References -- CHAPTER 7: Explaining variation in students' civic knowledge and expected civic engagement -- Chapter highlights -- Conceptual background -- Explaining variation in civic knowledge: the history of IEA studies and the background provided by theoretical approaches -- Explaining variation in expected civic participation in the future -- References -- CHAPTER 8: Main findings and implications for policy and practice -- Summary of main findings -- National contexts for civic and citizenship education -- Student knowledge and understanding of civics and citizenship -- Aspects of students' civic engagement -- Students' attitudes toward important issues in society -- School contexts for civic and citizenship education -- Explaining variation in students' civic knowledge and expected engagement -- Comparing student outcomes across countries -- Implications for policy and practice -- Outlook -- References -- APPENDIX A: SAMPLING INFORMATION AND PARTICIPATION RATES -- APPENDIX B: REGRESSION ANALYSIS FOR CIVIC KNOWLEDGE AND AGE -- APPENDIX C: STUDENT PERCENTAGES FOR DICHOTOMOUS VARIABLES. APPENDICE D: ITEM MAPS -- References -- APPENDIX E: PAIR-WISE COMPARISONS OF CIVIC KNOWLEDGE -- APPENDIX F: ORGANIZATIONS AND INDIVIDUALS INVOLVED IN ICCS 2016. |
author_facet |
Schulz, Wolfram. Ainley, John. Fraillon, Julian. Losito, Bruno. Agrusti, Gabriella. Friedman, Tim. |
author_variant |
w s ws |
author2 |
Ainley, John. Fraillon, Julian. Losito, Bruno. Agrusti, Gabriella. Friedman, Tim. |
author2_variant |
j a ja j f jf b l bl g a ga t f tf |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Schulz, Wolfram. |
title |
Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report. |
title_sub |
IEA International Civic and Citizenship Education Study 2016 International Report. |
title_full |
Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report. |
title_fullStr |
Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report. |
title_full_unstemmed |
Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report. |
title_auth |
Becoming Citizens in a Changing World : IEA International Civic and Citizenship Education Study 2016 International Report. |
title_new |
Becoming Citizens in a Changing World : |
title_sort |
becoming citizens in a changing world : iea international civic and citizenship education study 2016 international report. |
publisher |
Springer International Publishing AG, |
publishDate |
2018 |
physical |
1 online resource (261 pages) |
edition |
1st ed. |
contents |
Intro -- Foreword -- Contents -- List of tables and figures -- Executive summary -- About the study -- Key findings -- Provision of civic and citizenship education -- Civic knowledge -- Student civic engagement -- Student attitudes toward important issues in society -- School contexts for civic and citizenship education -- Explaining variation in students' civic knowledge and expected engagement -- Implications of findings -- CHAPTER 1: Introduction to the International Study of Civic and Citizenship Education -- Background -- Previous IEA studies of civic and citizenship education and the establishment of ICCS -- Global developments since ICCS 2009 -- Areas of broadened scope in ICCS 2016 -- Research questions -- RQ 1 How is civic and citizenship education implemented in participating countries? -- RQ 2 What is the extent and variation of students' civic knowledge within and across participating countries? -- RQ 3 What is the extent of students' engagement in different spheres of society, and which factors within or across countries are related to it? -- RQ 4 What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation? -- RQ 5 How are schools in the participating countries organized with regard to civic and citizenship education, and what is its association with students' learning outcomes? -- Participating countries, populations, and sample design -- The ICCS 2016 assessment framework -- The ICCS contextual framework -- Contexts assessed in ICCS 2016 -- Data collection and ICCS instruments -- Links to ICCS and reporting changes since 2009 -- Report context and scope -- References -- CHAPTER 2: National contexts for civic and citizenship education -- Chapter highlights -- Conceptual background and prior research. Education systems and national contexts -- Level of autonomy in school decision-making -- Level of autonomy in planning civic and citizenship education at school -- Profiles of civic and citizenship curricula and approaches -- Aims of civic and citizenship education -- Contexts for teacher preparation -- References -- CHAPTER 3: Students' civic knowledge -- Chapter highlights -- Introduction -- Assessing student knowledge -- Developing the described scale of students' civic knowledge -- Establishing the scale in ICCS 2009 -- Extending the scale in ICCS 2016 -- Sample ICCS test items -- Sample item 1: Below Level D -- Sample items 2 and 3: Level D -- Sample item 4: Level C -- Sample item 5: Level B -- Sample items 6, 7, and 8: Levels C, B, and A -- Comparison of civic knowledge across countries -- Average civic knowledge scores across countries -- Average civic knowledge scores across countries -- Variations across countries with respect to associations between civic knowledge, Human Development Index, and student age -- Changes in civic knowledge since 2009 -- Variations in civic knowledge across countries with respect to student background characteristics -- Gender differences in civic knowledge -- Student age and civic knowledge within countries -- Associations between civic knowledge and socioeconomic background characteristics -- Associations between civic knowledge and immigrant and language backgrounds -- References -- CHAPTER 4: Aspects of students' civic engagement -- Chapter highlights -- Conceptual background and prior research -- Personal engagement with political and social issues -- Students' participation in civic activities at school -- Students' actual and expected civic participation outside school -- References -- CHAPTER 5: Students' attitudes toward important issues in society -- Chapter highlights. Conceptual background and prior research -- Students' attitudes toward democracy and citizenship -- Students' attitudes toward equal opportunities -- Students' perceptions of global issues, trust in institutions, and attitudes toward the influence of religion in society -- References -- CHAPTER 6: School contexts for civic and citizenship education -- Chapter highlights -- Conceptual background and prior research -- Participatory processes and social interactions at school -- School and classroom climate -- Different forms of bullying at school -- Implementation of civic and citizenship education at schools -- Activities related to environmental sustainability at school -- Civic and citizenship activities in classrooms and teacher preparation -- References -- CHAPTER 7: Explaining variation in students' civic knowledge and expected civic engagement -- Chapter highlights -- Conceptual background -- Explaining variation in civic knowledge: the history of IEA studies and the background provided by theoretical approaches -- Explaining variation in expected civic participation in the future -- References -- CHAPTER 8: Main findings and implications for policy and practice -- Summary of main findings -- National contexts for civic and citizenship education -- Student knowledge and understanding of civics and citizenship -- Aspects of students' civic engagement -- Students' attitudes toward important issues in society -- School contexts for civic and citizenship education -- Explaining variation in students' civic knowledge and expected engagement -- Comparing student outcomes across countries -- Implications for policy and practice -- Outlook -- References -- APPENDIX A: SAMPLING INFORMATION AND PARTICIPATION RATES -- APPENDIX B: REGRESSION ANALYSIS FOR CIVIC KNOWLEDGE AND AGE -- APPENDIX C: STUDENT PERCENTAGES FOR DICHOTOMOUS VARIABLES. APPENDICE D: ITEM MAPS -- References -- APPENDIX E: PAIR-WISE COMPARISONS OF CIVIC KNOWLEDGE -- APPENDIX F: ORGANIZATIONS AND INDIVIDUALS INVOLVED IN ICCS 2016. |
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9783319739632 9783319739625 |
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Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=5378101 |
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1034541157 |
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