An International Perspective on Civic And Citizenship Education: Exploring the Learning Context for Lower Secondary Students (original) (raw)
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International Civic and Citizenship Education Study, 2016
2015
The International Civic and Citizenship Education Study, 2016 (ICCS) is an international assessment of the ways in which young people are prepared to undertake their roles as citizens. It investigated student knowledge and understanding of civics and citizenship as well as students' perceptions, attitudes, and activities related to civics and citizenship. It also examined differences among countries in these outcomes and the relationship of these outcomes to students' individual characteristics and family backgrounds, to teaching practices, and to school and broader community contexts. Like its predecessor IEA Civic Education Study, 1999 (CIVED), ICCS 2016 included a student test of civic knowledge and understanding, as well as questionnaires for students, teachers, and school principals. The comprehensive core assessment was complemented by regional modules for Europe and Latin America, designed to flexibly recognize regional interests and investigate related aspects of civ...
2000
The new IEA International Civic and Citizenship Education Study (ICCS) will investigate the extent to which young people are prepared to undertake their roles as citizens across a range of countries. ICCS will survey 13-to-14-year old students in over 30 countries in the year 2009. The ICCS outcome data will be obtained from representative samples of students in their eighth year of schooling and context data from the students, their schools and teachers. ICCS is the third international IEA study in this area and it is explicitly linked through common questions to the IEA Civic Education Study (CIVED) which was undertaken in 1999. The ways young people already actively participate in their schools and communities and the degree to which they are expecting to act politically in later adult life are important aspects in the development of this new study. An assessment framework has been developed as the foundation for the ICCS instruments and this paper outlines how the assessment framework addresses the role of political participation among young people. It includes a description of the measures of student knowledge, activities and attitudes associated with civic participation that have been developed in this study. Furthermore, it discusses relevant factors associated with civic participation, the relationships between these variables as well as the analysis and reporting of ICCS data.
International civic and citizenship education study : assessment framework
International Association for the Evaluation of Educational Achievement, 2008
Background to the study Research questions, design, and instrumentation Characteristics and structure of the ICCS assessment framework Civic and Citizenship Framework Overview Civic and citizenship content domains Civic and citizenship affective-behavioral domains Civic and citizenship cognitive domains Mapping items to domains Contextual Framework Classification of contextual factors Contextual levels and variables Assessment Design The ICCS instruments The coverage of framework domains Item types The ICCS test booklet design Reporting on the contextual scales References
Introduction to the International Study of Civic and Citizenship Education
Becoming Citizens in a Changing World
Civic and citizenship education aims to provide young people with the knowledge, understanding, and dispositions that enable them to participate as citizens in society. It seeks to support emerging citizens by helping them understand and engage with society's principles and institutions, develop and exercise informed critical judgment, and learn about and appreciate citizens' rights and responsibilities. These attributes are vital to the proper functioning of a democracy, where citizens are actively involved agents of decision-making, governance, and change rather than as passive subjects. Recognition of the essential relationship between education and democracy has a long
Initial Findings from the IEA International Civic and Citizenship Education Study
2010
The 2009 IEA study of civic and citizenship education (ICCS), conducted in 38 countries around the world, built on the previous IEA studies of civic education, but took place in a context characterized by significant societal change, including the rapid development of new communication technologies, increased movement of people between countries, and the growth of supranational organizations. The data gathered
Students\u27 participation in and valuing of civic engagement at school
2012
The IEA International Civic and Citizenship Education Study studied the ways in which young people in lower secondary schools are prepared to undertake their roles as citizens in a wide range of countries including Europe, Latin America, and the Asian-Pacific region. ICCS was the third IEA study designed to measure contexts and outcomes of civic and citizenship education and was linked to the 1999 IEA Civic Education Study (CIVED). A central aspect of the study was the assessment of student knowledge about a wide range of civic-related issues. ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in more than 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study’s national research centres. This paper uses data from ICCS 2009 to describe the level of reported student participation at school across participating countries as w...
2010
The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. ICCS was based on the premise that preparing students for citizenship involves helping them develop relevant knowledge and understanding and form positive attitudes toward being a citizen and participating in activities related to civics and citizenship. These notions were elaborated in the ICCS assessment framework (Schulz, Fraillon, Ainley, Losito, & Kerr, 2008). Regional contexts are important aspects of civic and citizenship education because they help us understand how people are differentially influenced to undertake their roles as citizens. Along with its regional module for Europe, ICCS included regional instruments for Asia and Latin America to supplement the data obtained from the international survey. This report from ICCS focuses on the 24 countries that participated in the study’s European regional module. It...
Choice Reviews Online, 2000
This volume reports the results of the first phase of the Civic Education Study conducted by International Association for the Evaluation of Educational Achievement (IEA). During 1996 and 1997, researchers in 24 countries collected documentary evidence on the circumstances, contents, and processes of civic education in response to a common set of framing questions. They also solicited the views of experts on what 14-year-olds should know about a variety of political and civic issues. Each chapter provides a summary of these national case studies and highlights pressing issues or themes of current importance within civic education. This volume will give educators and policy-makers cross-national information to enhance consideration of the role and status of civic education within their countries, especially in light of growing concerns about youth participation in democratic society. Chapters include: (1) "Mapping the Distinctive and Common Features of Civic Education in Twenty-Four Countries" (Judith Torney-Purta; John Schwille; Jo-Ann Amadeo); (2) "Reconstructing Civic and Citizenship Education in Australia" (Murray Print; Kerry Kennedy; John Hughes); (3) "Education for Citizenship in the French Community of Belgium: Opportunities to Learn in Addition to the Formal Curriculum" (Christiane Blondin; Patricia Schillings); (4) "
Influences of the IEA Civic and Citizenship Education Studies
Influences of the IEA Civic and Citizenship Education Studies, 2021
This open access edited book identifies the multiple ways in which the comparative studies of civic education conducted by IEA (the International Association for the Evaluation of Educational Achievement) have contributed to national and international discourse, research and practice. The studies are CIVED (conducted in 1999) and ICCS (conducted in 2009 and 2016). These remain the only large-scale international studies dedicated to formal civic education in schools and to factors such as an open climate for classroom discussion and opportunities for participation at school. The book discusses in-depth how individual countries are preparing their young people for citizenship in changing political, social and economic circumstances. This includes descriptions of civic knowledge test results, responses to attitudinal scales including attitudes toward immigrants and toward women’s rights, and reports of civic-related participation (both currently and expected in the future). In this edited book representatives from more 20 countries present either their own country’s experience or look across countries for regional trends and broader conclusions. Opportunities for secondary analysis of the freely-available data are described. The full datasets, texts of the instruments and references to current articles are available at CivicLEADS.org.