ICCS 2009 Encyclopedia: Approaches to Civic and Citizenship Education

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Ainley, John, Ed.; Schulz, Wolfram, Ed.; Friedman, Tim, Ed.

2013-01-01

The International Civic and Citizenship Education Study (ICCS) is the largest international study of civic and citizenship education ever conducted. Over 140,000 Grade 8 students, 62,000 teachers, and 5,300 school principals from 38 countries participated in this study. Among these were five from Asia, 26 from Europe, six from Latin America, and…

Isotype Visualizations. A Chance for Participation & Civic Education

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Eva Mayr

2014-12-01

Full Text Available In the 1920s, Otto Neurath proposed a method for pictorial statistics called “Isotype”. The Isotype pictorial statistics were intended to educate the broad public and enable them to participate in society. This method is reviewed with respect to its relevance and potential for information visualization nowadays. Though some aspects are outdated, the basic approach has still potential for information visualization and civic education. Possible new media applications are presented and their impact for civic education and participation is discussed.

The Policies on Civic Education in Developing National Character in Indonesia

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Nurdin, Encep Syarief

2015-01-01

Each country has different policies on the implementation of Civic Education. As an independent country, Indonesia administers Civic Education separately through a special subject under the name "citizenship education", while other countries, such as Malaysia, integrate this form of education into other subjects. The policies on Civic…

Embodied civic education: The corporeality of a civil body politic

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Phillips Donna Paoletti

2014-06-01

Full Text Available This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962, Gadamer (1960/2003, Casey (1993, and Levinas (1961/2004, among others, the framework for conducting action-sensitive research, as described by van Manen (2003, guides this inquiry as I endeavor to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences.

Opinions on Computing Education in Korean K-12 System: Higher Education Perspective

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Kim, Dae-Kyoo; Jeong, Dongwon; Lu, Lunjin; Debnath, Debatosh; Ming, Hua

2015-01-01

The need for computing education in the K-12 curriculum has grown globally. The Republic of Korea is not an exception. In response to the need, the Korean Ministry of Education has announced an outline for software-centric computing education in the K-12 system, which aims at enhancing the current computing education with software emphasis. In…

Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

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Daum, David N.; Woods, Amelia M.

2015-01-01

K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

Adult Civic Education in Former Socialist Countries in the Transition Period

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Zoran Jelenc

1995-12-01

Full Text Available In the period of transition former European socialist countries demonstrate a great number of contradictions resulting from specific social circumstances. The latter exert a crucial impact on educational opportunities for adults. Thus, in most of the examined countries adult education is undergoing an important crisis. Civic education and non-formal education, however, can contribute considerably towards overcoming the typical traits of this transitional period, especially its societal and psychological phenomena. In these countries has been recorded a huge need for civic education on one band, while on the other hand, the demand for it is relatively small. Moreover, civic education gets little or no societal support. Also, due to relatively negative experiences from the past period when it was compulsory for people to participate in civic education (termed sociopolitical education, and due to the fact that it was ideologically and politically directed, people are averse and resistant to any kind of education reminding them of the former socio-political one. Therefore, as a rule, they do not participate in it. The important role of adult education and andragogy is therefore to find a way out from this situation and to motivate people in view to get them actively involved in civic education. In our contribution we are dealing with some possibilities for that, using here our own research findings ('State of the Art' Study of Research on the Education of Adults.

Speech and Debate as Civic Education

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Hogan, J. Michael; Kurr, Jeffrey A.; Johnson, Jeremy D.; Bergmaier, Michael J.

2016-01-01

In light of the U.S. Senate's designation of March 15, 2016 as "National Speech and Debate Education Day" (S. Res. 398, 2016), it only seems fitting that "Communication Education" devote a special section to the role of speech and debate in civic education. Speech and debate have been at the heart of the communication…

Scientists Involved in K-12 Education

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Robigou, V.

2004-12-01

The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

75 FR 6006 - Office of Safe and Drug-Free Schools; Cooperative Civic Education and Economic Education Exchange...

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2010-02-05

... DEPARTMENT OF EDUCATION Office of Safe and Drug-Free Schools; Cooperative Civic Education and Economic Education Exchange Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.304A. ACTION... the Cooperative Civic Education and Economic Education Exchange Program. The notice stated that a list...

Civic Education Trends in Post-Communist Countries of Central and Eastern Europe. ERIC Digest.

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Hamot, Gregory E.

Developments during the decade and a half following the fall of communism in Central and Eastern Europe indicate broad advancement in civic education for democracy. This digest notes the rising trend in civic education competency in Central and Eastern Europe, describes an increasingly accepted and used framework for civic education, and…

Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development

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Hiller, Katharina; Reichhart, Barbara

2017-01-01

The objective of teacher-training at university for political science is the development of professional competencies that enable teachers-in-training to act proficiently in all aspects of civic education. Although there are some studies that focus on civic education for teachers' professional competencies, most of them relate to general…

A Crisis in Civic Education

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American Council of Trustees and Alumni, 2016

2016-01-01

There is a crisis in American civic education. Survey after survey shows that recent college graduates are alarmingly ignorant of America's history and heritage. They cannot identify the term lengths of members of Congress, the substance of the First Amendment, or the origin of the separation of powers. They do not know the Father of the…

Embodied civic education: The corporeality of a civil body politic

OpenAIRE

Phillips Donna Paoletti

2014-01-01

This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavor to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discus...

Interstellar Molecules in K-12 Education

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Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.

2006-12-01

The Lewis Center for Educational Research (LCER) and the Jet Propulsion Laboratory (JPL) collaborate in a K-12 educational project in which students conduct observations for several research programs led by radio astronomers. The Goldstone-Apple Valley Radio Telescope (GAVRT) program provides participating teachers with curriculum elements, based on the students' observing experiences, which support national and state academic standards. The current program is based on 2.2-GHz and 8.4-GHz radiometric observations of variable sources. The research programs monitor Jupiter, Uranus, and a selected set of quasars. The telescope is a decommissioned NASA Deep Space Network antenna at Goldstone, California. In the next three years, a second telescope will be added. This telescope will at least operate at the above frequencies as well as 6 GHz and 12 GHz. Possibly, it will operate in a continuous band from 1.2 GHz to 14 GHz. In either case, the telescope will be able to observe at least the 6.6-GHz and 12.2-GHz methanol maser lines. The success of the GAVRT program depends critically on the participation of scientists committed to the research who have the ability and enthusiasm for interacting with K-12 students, typically through teleconferences. The scientists will initially work with the LCER staff to create curriculum elements around their observing program.

Civics Education for Adult English Language Learners. ERIC Q & A.

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Terrill, Lynda

This article provides a brief historical review of efforts to prepare immigrants to pass the U.S. citizenship test, defines key terms, discusses events that have shaped civics education, and offers suggestions, whatever the approach chosen, for integrating civics content with English-as-a-Second-Language (ESL) skills development. Covered topics…

Teaching Who You Are: Connecting Teachers' Civic Education Ideology to Instructional Strategies

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Knowles, Ryan T.

2018-01-01

This quantitative study uses survey data to test connections between 735 teachers' civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers' beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as…

Global Citizenship Education and Human Rights Education: Are They Compatible with U.S. Civic Education?

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Fernekes, William R.

2016-01-01

Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay…

Effective civic and citizenship education : A cross-cultural perspective

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Isac, Maria

2015-01-01

Reinforcing citizenship and social integration are important goals of schools worldwide. In most educational systems, school are free to design their civic and citizenship education curricula and pedagogical objectives and practices may vary. Understanding the possible influence of school factors on

Indigenizing Civic Education in Africa: Experience in Madagascar and the Sahel

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Antal, Carrie; Easton, Peter

2009-01-01

In Africa, as in many countries of the South, democratization is sometimes perceived as a process modeled upon outside--and specifically Northern--experience. Formal civic education programs in those countries arguably reflect the same bias and have not always been notably successful. Yet there are rich patterns of civic involvement and democratic…

The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

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Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

2013-12-01

The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

Educating for a Critical Democracy: Civic Participation Reimagined in the Council of Youth Research

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Mirra, Nicole; Morrell, Ernest D.; Cain, Ebony; Scorza, D'Artagnan; Ford, Arlene

2013-01-01

This article explores civic learning, civic participation, and the development of civic agency within the Council of Youth Research (the Council), a program that engages high school students in youth participatory action research projects that challenge school inequalities and mobilize others in pursuit of educational justice. We critique the…

Closing the Civic Engagement Gap: The Potential of Action Civics

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Pope, Alexander; Stolte, Laurel; Cohen, Alison K.

2011-01-01

When taught in an engaging manner, civic education can help stimulate and motivate students to excel in other academic areas, while simultaneously preparing them to be active citizens in the democracy. As an initial attempt to more systematically analyze civic education practice, this article presents four case studies of projects in one action…

Political Perspectives in the Classroom. Results of Video Analyses in History and Civic Education

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Beatrice Buergler

2010-11-01

Full Text Available Civic education is not taught as a separate subject at Swiss schools. In this context, it is of great interest to look for specific characteristics of how civic education can be observed as a cross-disciplinary subject in schools through video recordings. The empirical analysis is based on classroom observation in ninth grade classes in various Swiss cantons (Aargau, Bern, and Zurich from 2003 to 2007. Criteria that allow the identification of elements of civic education in various school subjects are developed, the concept of “political perspective”. The analysis provides useful hints for planning and running classes where civic education is used as an overarching, cross-disciplinary approach. The concept of “political perspective” should not be taken as substitute for institutional knowledge. But the concept can rise above the function of an analytical tool and become a tool that serves the planning and designing of lessons. The perspective could as such be related to the postulate for epistemological knowledge.

Harnessing Technology to Improve K-12 Education. Discussion Paper 2012-05

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Chatterji, Aaron; Jones, Benjamin

2012-01-01

Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12…

Eerste bevindingen International Civics and Citizenship Education Study

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R.Maslowski, [No Value; H.M.Naayer, [No Value; M.M.Isac, [No Value; G.H.Oonk, [No Value; M.P.C.van der Werf, [No Value

2010-01-01

Nederland heeft deelgenomen aan de International Civics and Citizenship Education Study (ICCS), een internationaal vergelijkend onderzoek naar burgerschapscompetenties van leerlingen in de onderbouw van het voortgezet onderwijs. Het doel van deze studie is om burgerschapscompetenties van leerlingen

K-12 Education Nonprofit Employees' Perceptions of Strategies for Recruiting and Retaining Employees

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Byrne, Tara Marie

2013-01-01

This qualitative study explored the key reasons individuals who work in K-12 education nonprofit organizations enter the field of K-12 nonprofit education and their motivations for doing so. The purpose of this study was to find new strategies for recruiting and retaining K-12 education nonprofit employees by examining the obstacles that exist to…

Tablets in K-12 Education: Integrated Experiences and Implications

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An, Heejung, Ed.; Alon, Sandra, Ed.; Fuentes, David, Ed.

2015-01-01

The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. "Tablets in K-12 Education: Integrated Experiences and Implications"…

Primary teachers go beyond the Slovak civic education curriculum

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Danišková Zuzana

2017-12-01

Full Text Available A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.

Engineering Education in K-12 Schools

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Spence, Anne

2013-03-01

Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

Civic Engagement in Adolescents: Engendering Civic Awareness Through a University Youth Program

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Jennifer S. Parker

2010-03-01

Full Text Available A weeklong residential Youth Leadership Institute Project was conducted at USC Upstate to promote essential skills deemed necessary for future civic engagement and political identity. The program and curriculum followed a framework that suggests that underlying civic skills are necessary to foster civic engagement among youth. Building on this theory, this reported study illustrates that civic engagement requires a developmental and educational process. Adolescence is a primary time for identity exploration and formation, which makes this stage an optimal time to engender civic awareness. A diverse group of 49 youth ranging in age from 14 to 17 participated. Results from the project demonstrate that when evaluating the significance and success of youth civic engagement programs, an account must be made for both the developmental and educational capacities. In pursuing projects such as ours on university campuses and beyond, psychologists and political scientists should work together to measure their outcomes in terms of these variables.

Approaching K-12 Online Education in Pennsylvania

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Vadell, Kathryn

2013-01-01

The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

Civic Responsibility and Human Rights Education: A Pan-Educational Alliance for Social Justice

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Osanloo, Azadeh F.

2009-01-01

Educating global citizens to have knowledge of world political and economic systems and conditions is imperative as the notion of the "citizen" is constantly evolving. This type of civic education needs to involve critical thinking skills that are pan-educational and allow for cross-cultural discussion that span all public spheres and…

PEMBENTUKAN MASYARAKAT MADANI DI INDONESIA MELALUI CIVIC EDUCATION

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Farid Wajdi Ibrahim

2012-08-01

Full Text Available Civil society is often positioned as the ideal pattern of community life. From the historical aspect, the Islamic thinkers usually refers to the condition of civil society such as on the condition of Medina under the leadership of the Prophet Muhammad Ṣallallāh ‘alayh wa Sallam. Ideal concept of civil society is driven by a variety of many aspects including the pattern of the life of society, nation that refers to the rule of law, human rights, and respect for diversity in all its forms (pluralism. Certainly not an easy thing to realize the ideal society as the concept of civil society in such a way. It requires a serious effort, continuous and consistent from the variety and facets, one of which is a crucial aspect of civic education (civic education. These issues are the focus of discussion of this article.

Parochial education in a global world? Teaching history and civics in Lebanon

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Rima Bahous

2013-08-01

Full Text Available This exploratory article is based on a research project which runs from 2011 to 2013 that examines how global processes are expressed in educational policies and pedagogical texts in Lebanon, Sweden and Turkey by focusing on school subjects like civics, history, geography, and religion. In this text we discuss the development of education in Lebanon, the development of history and civics after the civil war, and on opinions about these school subjects in order to make a preliminary analysis of how the future Lebanese citizen is depicted in policies, curricula, and textbooks. Lebanon is interesting because of its unique education system in which foreign international institutions rather than national ones have the task of preparing individuals for a globalized world. Material for the study were collected from a sample of curricula used in private and public or national schools for history and civics/citizenship education in grade 8 as well as interviews and conference proceedings and conversations with activists, teachers and principals. We also reviewed findings of relevant empirical studies conducted in Lebanon. Our data collection was guided by three questions: how is the right citizen depicted in the Lebanese material? How is the relationship between national and global perspectives treated in guidance documents and pedagogical texts? What civic rights and obligations are given attention and what individuals are included/ excluded? Our preliminary findings imply that there is no consensus on the importance of teaching a unified history and civics book and subjects in Lebanon. Other findings indicate that private and international schools have a greater impact than national schools on preparing Lebanese students as future citizens.

"Beyond “Doom and Gloom” and “Saving the World”: On the Relevance of Sociology in Civic Education

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Vjeran Katunaric´

2009-12-01

Full Text Available In this article some tenets of classical and contemporary sociology are examined with reference to social problems that are also topical in civic education. The social problems are: social inequality, inter-communal conflicts, and democratic participation. A major obstacle in adopting sociological interpretations of the social problems to contemporary civic education lies in sociological reservations toward liberal democracy as a remedy to the social problems. More properly, some utopian (from radical to conservative ramifications of the sociological analysis cannot actually be adopted in civic education. As a consequence, sociology is often distanced toward normative order and dominant forms of social power and practice of the actually existing societies, including liberal democracies. Thus, one can argue that sociology educates “young skeptics”, rather than “young citizens” as postulated in some national curricula of civic education. Still, sociology may serve in civic education as an abundant source of knowledge for unraveling prejudices and false forms of democracy in the contemporary society, and also for questioning some national solutions to pressing social problems. Also, as long as civic education has a tendency to idealize the actually existing forms of (liberal democracy and thus avoiding major criticism of the social order, teaching sociology in secondary education in concurrence with CE would be necessary for the sake of establishing a comprehensive education on the contemporary society and citizenship.

Civic Education in Ethiopian Schools: Adopted Paradigms, Instructional Technology, and Democratic Citizenship in a Multicultural Context

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Semela, Tesfaye; Bohl, Thorsten; Kleinknecht, Marc

2013-01-01

After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy-practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical…

Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

OpenAIRE

Bopp, Melissa; Hastmann, Tanis J.; Norton, Alyssa N.

2013-01-01

Background. Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators (n = 437) was recruited to partici...

Civic Education and the Learning Behaviors of Youth in the Online Environment: A Call for Reform

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Barbara A. Jansen

2011-11-01

Full Text Available Scholarly discourse in political science and communication studies is replete with empirical evidence lamenting the decline in civic engagement and political participation among adolescents and young adults. Scholars offer a variety of factors contributing to the disengagement of youth from the civic and political process including lack of attention paid to youth by politicians and the political process, the limited experience and a narrow frame of reference of young people in the political process, their aversion to traditional politics, and to poor quality courses and a decline in civic education in schools. Youth frequently lack civic and political knowledge as well as information and communications technology and social skills needed to engage in public life due in large part to the superficial coverage of substantive civic topics in textbooks and concentrating on knowledge level information that focuses on rights to the exclusion of obligations and participation. Civics curriculum often lacks opportunities for young people to embrace and communicate about politics on their own terms and frequently has little connection between the academic presentation of politics and the acquisition of skills that might help develop engaged citizens. Current approaches to civic education are at odds with young people’s experiences of informal participation with their peers in a nonhierarchical network. Traditional civics curriculum often treats subject matter as another academic subject with right or wrong answers arbitrated by the teacher as central authority and students in competition for grades. A growing body of literature discusses the affinity that youth have for Internet use and the possibilities of new media to address disengagement and to enhance new forms of citizenship calling for pedagogical reform in civic education.

Two Liberal Trajectories of Civic Education: The Political and Educational Thought of Hobbes and Winstanley.

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Snauwaert, Dale T.; Theobald, Paul

1994-01-01

Compares the political and educational alternatives offered by Thomas Hobbes and Gerrard Winstanley. Sees Hobbes's educational approach, based on negative liberty and state sovereignty, in tension between demands of liberty and conformity. Considers Winstanley's educational approach devoted to independent civic judgment, premised upon positive…

Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K-12 Educational Makerspaces

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Harron, Jason R.; Hughes, Joan E.

2018-01-01

This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K-12 education and how makerspaces support school curriculum. Using interviews with twelve K-12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders…

Latino Education, Civic Engagement, and the Public Good

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Garcia Bedolla, Lisa

2012-01-01

The strong relationship between education and civic engagement is what leads Fraga and Frost (2010) to describe the U.S. school system as a "center of democratic governance" (p. 119). For immigrant communities, schools also serve to foster political socialization and incorporation. This chapter considers schools' democratic roles from an…

Country Report: Civic and Citizenship Education in Italy: Thousands of Fragmented Activities Looking for a Systematization

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Olga Bombardelli

2017-07-01

Full Text Available Purpose: In the present paper we describe how civic and citizenship education takes place in Italy, trying to identify strengths and weaknesses, with the aims both of understanding the situation and of identifying possible measures for improvement. Methods: The methodology implies an analysis of the official guidelines by the Ministry in this field, a short view of the research publications of the last 30 years, the informal observation of the daily teaching at school from the personal experience of the authors in Italy. Findings: First of all we study the concept of civic and citizenship education, and focus on the curriculum of civic and citizenship education (aims, teaching approaches, taught time, methods and means in the school system, including the school culture and the experiences of participation inside school; we investigate the teacher training and role, the informal and non-formal influences in this educational field, and conclude dealing with the student assessment, and the evaluation of the outcomes. In the daily practice there are thousands of activities for civic and citizenship education, but a systematic design is lacking.

Social Workers as Civic-Minded Professionals

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Sarah E. Twill

2014-01-01

Full Text Available This study examined civic-mindedness among a sample of social work educators, community practitioners and new graduates. Using a web-based survey, researchers administered Hatcher’s (2008 Civic-Minded Professional scale. Results indicated that traditional and field faculty were more civic-minded than new graduates and other practitioners. Social work educators who focused on raising civic awareness in courses were more civic-minded than colleagues. New graduates who had participated in club service events were more civic-minded; however, there was no significant differences between groups based on number of community service courses completed. Social workers, whether faculty or not, who had participated in collaborative research were more civic-minded. The authors conclude that how social workers view their commitment to civic engagement has implications. Social workers need to be vigilant in our commitment to well-being in society. Intentional practices could be implemented to strengthen the partnership among groups.

The K-12 Educational Technology Value Chain: Apps for Kids, Tools for Teachers and Levers for Reform

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Pierce, Glenn L.; Cleary, Paul F.

2016-01-01

Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised…

The Security Education Concepts in the Textbooks of the National and Civic Education of the Primary Stage in Jordan--An Analytical Study

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Al-Edwan, Zaid Suleiman

2016-01-01

The present study aimed at exploring the concepts of the security education in the textbooks of the national and civic education of the higher primary stage in Jordan. It adopted the descriptive analytical method. The study sample consisted of the textbooks of the national and civic education for the basic eighth, ninth and tenth grades. To…

A Framework for Quality K-12 Engineering Education: Research and Development

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Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.

2014-01-01

Recent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering and mathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a quality engineering education at the K-12 level. The purpose of the current work has been…

Virtual Schools: The Changing Landscape of K-12 Education in the U.S.

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Toppin, Ian N.; Toppin, Sheila M.

2016-01-01

Virtual schools are a growing phenomenon in k-12 education. School systems in almost every state in the United States offer some version of fully online or blended education. It is no longer far-fetched to conclude that if the current trend continues, virtual school enrollments will eclipse those of traditional brick-and-mortar k-12 institutions…

How to Get Successfully Involved with K-12 Education

Science.gov (United States)

Duncan, D.; Fraknoi, A.; Bennett, M.

1998-05-01

Many astronomers now have some involvement in K-12 education, either through their children, through large projects with an education or outreach office, or through an educational component to their own grants. Some may need to incorporate education components into future proposals. For those new to education, it can be difficult to decide how best to use their limited resources without "re-inventing the wheel." Some astronomers are comfortable taking a direct role in the classroom or working with teachers, others prefer developing web-based or printed materials, while still others wouldrather work with local schools of education to enhance the training of future teachers. Which of these roles is most useful? In this session, participants will learn what has worked well in the past, with special attention paid to ways in which astronomers' and physicists' training and instincts may fail them when working in education. Invited teachers will describe their classrooms and how astronomers can be most helpful to them. Sample (successful) activities will be demonstrated, and information given about the wide range of existing astronomy and space-science education programs around the country. A full menu of useful ways that astronomers can get involved will be presented, as well as the organizations and institutions which can help in devising a meaningful education program. Handouts will include a catalog of national astronomy education projects, a list of educational web sites, information about the NASA OSS education brokers and facilitators, examples of successful educational materials, and a listing of roles astronomers have played or could play to enhance K-12 education. Registration is required; see the AAS Education WWW page or email aased@aas.org.

Florida's Opinion on K-12 Public Education Spending

Science.gov (United States)

Forster, Greg

2006-01-01

This scientifically representative poll of 1,200 Floridians finds that public opinion about K-12 public education spending is seriously misinformed. Floridians think public schools need more money, but the main reason is that they are badly mistaken about how much money the public schools actually get. Key findings of the study include: (1) Half…

Exploring the Effectiveness of Online Education in K-12 Environments

Science.gov (United States)

Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

2015-01-01

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

Does Civic Education Matter?: The Power of Long-Term Observation and the Experimental Method

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Claassen, Ryan L.; Monson, J. Quin

2015-01-01

Despite consensus regarding the civic shortcomings of American citizens, no such scholarly consensus exists regarding the effectiveness of civic education addressing political apathy and ignorance. Accordingly, we report the results of a detailed study of students enrolled in introductory American politics courses on the campuses of two large…

Perception of Civic Education: contributions from secondary education students.

OpenAIRE

Alfaro Valverde, Alicia; Badilla Vargas, Maynor

2016-01-01

The following article presents the views of students, especially for tenth and eleven graders in secondary education about the Civic. It includes the perception they have about this subject as well as the feelings they developed around it. When students take lessons in this area, they can express strengths of this discipline regarding the integral formation of people and the necessity to reflect on communal issues relating to the environment, poverty, inequality, and strengthening democracy a...

Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

Science.gov (United States)

Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

2017-06-01

K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

Civic engagement education: a case study of millennial in Langkawi ...

African Journals Online (AJOL)

Civic engagement education: a case study of millennial in Langkawi island and ... control through integrated marketing communication (IMC) and its exposure, ... The findings revealed a lot of strategies that need to be implemented by the ...

Career education attitudes and practices of K-12 science educators

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Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

Schools as Incubators of Democratic Participation: Building Long-Term Political Efficacy with Civic Education

Science.gov (United States)

Pasek, Josh; Feldman, Lauren; Romer, Daniel; Jamieson, Kathleen Hall

2008-01-01

Despite a growing consensus that civic education is an important aspect of political socialization, little research has prospectively examined how gains made during civics courses are maintained after high school. This study used a quasi-experimental design to examine longer-term effects of the Student Voices program, which was originally…

Teaching Civic Education in a Migrating Global Community: How Can Students with a Migration Background Contribute to Didactics and Civic Education Theory?

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Gessner, Susann

2017-01-01

Purpose: The article enquires about how young migrants perceive and evaluate civic education in school and what expectations they have of the subject. Method: The article is based on a qualitative-oriented research work based on the Grounded Theory; surveys were made by interviews with students. Findings: The article emphasises that educational…

Educating Tomorrow's Workforce: A Report on the Semiconductor Industry's Commitment to Youth in K-12.

Science.gov (United States)

Semiconductor Industry Association, San Jose, CA.

The U.S. semiconductor industry, now the nation's largest manufacturing industry, displays its commitment to training its current workers and educating future workers by supporting educational efforts on the K-12 level. This catalog describes innovative actions by 16 Semiconductor Industry Association companies to improve education at the K-12…

Civic education and political participation among youth at Universidad del Bio- Bio, Chile

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Cristian Orellana Fonseca

2015-06-01

Full Text Available The results of this paper are the product of a broader research on political participation. The expressions of young university students are there analyzed about civic education received at school related to political participation. Three focus groups were held with freshmen at Universidad del Bio-Bio, Chile. The results show that the vision of young people about the formation received is rather critical. On the one hand, the need for civic education is identified as that which allows to address the complexity of political activity. Secondly, it is found that school education does not respond to this need, since it is qualified as poor and biased. For students, education must play a politicizing role, providing inputs to influence social change.

K-12 STEM Educators and the Inclusive Classroom

OpenAIRE

Li, Songze

2016-01-01

The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...

Teaching the Land of Israel as Civic Education: A Historical Exploration

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Cohen, Aviv

2018-01-01

Guided by the assumption that geography teaching is connected to nationalism and civic education, this study focused on the manifestation of different citizenship conceptions in the teaching of the land of Israel as implemented in the Israeli educational system. This historical content analysis of Israeli curricula resulted in a division into…

How Vocational Psychologists Can Make a Difference in K-12 Education

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Perry, Justin C.; Shannon, Lisa

2017-01-01

In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K-12 education by embracing an interdisciplinary…

Promoting inclusive education, civic scientific literacy, and global citizenship with videogames

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Marino, Matthew T.; Hayes, Michael T.

2012-12-01

In this response to Yupanqui Munoz and Charbel El-Hani's paper, "The student with a thousand faces: From the ethics in videogames to becoming a citizen", we examine their critique of videogames in science education. Munoz and El-Hani present a critical analysis of videogames such as Grand Theft Auto, Street Fight, Command and Conquer: Generals, Halo, and Fallout 3 using Neil Postman's (1993) conceptualization of technopoly along with Bill Green and Chris Bigum's (1993) notion of the cyborg curriculum. Our contention is that these games are not representative of current educational videogames about science, which hold the potential to enhance civic scientific literacy across a diverse range of students while promoting cross-cultural understandings of complex scientific concepts and phenomenon. We examine games that have undergone empirical investigation in general education science classrooms, such as River City, Quest Atlantis, Whyville, Resilient Planet, and You Make Me Sick!, and discuss the ways these videogames can engage students and teachers in a constructivist dialogue that enhances science education. Our critique extends Munoz and El-Hani's discussion through an examination of the ways videogames can enhance science education by promoting inclusive education, civic scientific literacy, and global citizenship.

The Influence of Living Values Education-Based Civic Education Textbook on Students' Character Formation

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Komalasari, Kokom; Saripudin, Didin

2018-01-01

This study aims to develop and examine a civic education textbook model based on living values education in order to foster the development of junior high school students' characters. This research employs Research and Development approach with an explorative method being used at model development stage and experiment method at model testing…

The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Educator's Summary

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Center for Research and Reform in Education, 2012

2012-01-01

This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…

The Challenges of Gaming for Democratic Education: The Case of iCivics

Science.gov (United States)

Stoddard, Jeremy; Banks, Angela M.; Nemacheck, Christine; Wenska, Elizabeth

2016-01-01

Video games are the most recent technological advancement to be viewed as an educational panacea and a force for democracy. However, this medium has particular affordances and constraints as a tool for democratic education in educational environments. This paper presents results from a study of the design and content of four iCivics games and…

Educational Community: Among the Real and Virtual Civic Initiative

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Arsenijevic, Jasmina; Andevski, Milica

2016-01-01

The new media enable numerous advantages in the strengthening of civic engagement, through removing barriers in space and time and through networking of individuals of the same social, civic or political interests at the global level. Different forms of civic engagement and civic responsibility in the virtual space are ever more present, and…

Active commuting among K-12 educators: a study examining walking and biking to work.

Science.gov (United States)

Bopp, Melissa; Hastmann, Tanis J; Norton, Alyssa N

2013-01-01

Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. A volunteer sample of K-12 educators (n = 437) was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors). t-tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Participants actively commuted 0.51 ± 1.93 times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

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Melissa Bopp

2013-01-01

Full Text Available Background. Walking and biking to work, active commuting (AC is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators ( was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors. -tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Results. Participants actively commuted times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. Conclusions. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

Curriculum Guide for Music Education, K-12. Bulletin 1978, No. 18.

Science.gov (United States)

Alabama State Dept. of Education, Montgomery.

This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…

Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

OpenAIRE

Ruth Reynolds

2012-01-01

Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...

A RECONSTRUCTION OF THE THINKING OF PRIMARY SCHOOL CIVICS EDUCATION TEACHING AS YADNYA IN THE REALIZATION OF DHARMA AGAMA AND DHARMA NEGARA

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I Wayan Kertih

2015-06-01

Full Text Available Abstract: This research was aimed at testing the effectiveness of primary school Civics Education teaching when it was taken as a yadnya in affecting learning achievement in the aspects of civic knowledge, value orientation, and behavior both simultaneously and partially. The study was done as classroom action research and quasi-experimental study using the post test only control group design. The data were obtained from teachers selected purposively and from students selected using the multistage random sampling. The data were collected using the Civics knowledge test, value inventory, and the self evaluation format. The data were analyzed using descriptive statistics and multivariate variance analysis (MANOVA. The results showed: (1 descriptively, Civics Education as yadnya Teaching Model caused the students to obtain learning achievement falling into the medium category in civic knowledge, the high category in civic value orientation, and the medium category in civic behavior; (2 the implementation of Civics Education teaching as yadnya had a significant effect on Civics Education learning achievement in the aspects of civic knowledge, value orientation, and behavior both simultaneously and partially. Keywords: civics education teaching as yadnya,civics education learning achievement REKONSTRUKSI PEMIKIRAN PEMBELAJARAN PKN SD SEBAGAI YADNYA DALAM PERWUJUDAN DHARMA AGAMA DAN DHARMA NEGARA BERBASIS KONSTRUKTIVISME Abstrak: Penelitian ini bertujuan menguji efektivitas model pembelajaran PKn SD sebagai yadnya dalam memengaruhi hasil belajar pada aspek pengetahuan, orientasi nilai, dan tingkah laku kewarganegaraan baik secara bersama-sama dan parsial. Penelitian dilakukan dengan penelitian kelas dan penelitian eksperimen semu menggunakan desain postes saja dengan kelompok kontrol. Data diperoleh dari guru dan siswa yang dipilih secara purposif untuk guru dan multistage random sampling untuk siswa. Data dikumpulkan dengan metode pemberian tes

Weber's Critique of Advocacy in the Classroom: Critical Thinking and Civic Education.

Science.gov (United States)

Weaver, Mark

1998-01-01

Discusses the four aspects of Max Weber's argument against including advocacy in the political science classroom. Believes that Weber's critique is a useful starting point for considering the issue in relation to contemporary education. Describes two models, critical thinking and civic education, that present advocacy in the political science…

Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

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Ruth Reynolds

2012-10-01

Full Text Available Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...

Gender and the transmission of civic engagement: assessing the influences on youth civic activity.

Science.gov (United States)

Matthews, Todd L; Hempel, Lynn M; Howell, Frank M

2010-01-01

The study of civic activity has become a central focus for many social scientists over the past decade, generating considerable research and debate. Previous studies have largely overlooked the role of youth socialization into civic life, most notably in the settings of home and school. Further, differences along gender lines in civic capacity have not been given sufficient attention in past studies. This study adds to the literature by examining the potential pathways in the development of youth civic activity and potential, utilizing both gender-neutral and gender-specific structural equation modeling of data from the 1996 National Household Education Survey. Results indicate that involvement by parents in their child's schooling plays a crucial, mediating role in the relationship between adult and youth civic activity. Gender differences are minimal; thus adult school involvement is crucial for transmitting civic culture from parents to both female and male youth.

Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

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Cross, Deborah Iyron

2015-01-01

Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

Civic education and religious education in the function of democratization of education in the Republic of Serbia

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Klemenović Jasmina

2013-01-01

Full Text Available Starting from the socio-political context of changes that have affected the education systems of Eastern European countries, the authors summarize the specific nature of the process of democratization of education in Europe at the turn of the century. The paper analyzes the purpose of democratization of education and of introduction of Civic Education and Religious Education classes in the education system of the Republic of Serbia, observing the idea that education may serve as a generator of social changes, and stating that school is an important support pillar in promoting and accepting the values of the community, as well as in personal growth and the development of every individual. The presented theoretical concepts are supported by the summary of results of empirical studies that have been focused on the analysis of the pedagogical aspects of the implementation of teaching these subjects at the secondary level of education from the perspective of teachers, pupils and parents. Based on the insight into the topic, the authors suggest searching for a “common tangent” in Civic Education and Religious Education teaching process via an open and tolerant dialogue of participants of both subjects, which would enable the exchange of experiences, attitudes, and opinions of pupils, as well as coinciding and permeating of spiritual and democratic values as a foundation for further democratization of school in general. [Projekat Ministarstva nauke Republike Srbije, br. 179036: Pedagogical Pluralism as the Basis for Education Policy

Civic Education in European States: the Aspect of Education for Democracy

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Ema Klemenčič

2006-01-01

Full Text Available Realistically speaking, it is impossible to discuss a unifi ed model of education for democracy, since no model encompasses the various dimensions of that which we call ‘education for democracy’. In public discourse there are several documents attempting to defi ne the said concept. To some extent they are merged into the so-called concept of education for democratic citizenship (the Council of Europe Programme. Likewise the education of a European citizen is one of the central points of common educational trends in EU documents. There are, in fact, only two approaches. Since one cannot even speak of a model in the theoretical sense, it would be quite irresponsible to try and speak of it in the practical sense, which is why we attempt here to focus on a single aspect, namely, civic education in schools.

Embodied Civic Education: The Corporeality of a Civil Body Politic

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Phillips, Donna Paoletti

2014-01-01

This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003),…

"How can the Elections Help us Quell Hunger?" Mid-Term Review of Norwegian Support to UNDP's Trust Fund for Civic Education

OpenAIRE

Orre, Aslak; Larssen, Christian; Sánchez, Manolo

2008-01-01

This report is the mid-term review of UNDPs trust fund for civic education in Angola. The trust fund was set up in late 2006, with support from the embassies of Norway, Sweden and USAid, topped up with UNDP’s own funds. By late 2007, 22 CSOs or umbrella organisations had been selected and supported with grants to carry out civic education activities throughout the country. The most common activity is civic education sessions, where a specially trained promoter talks to a popular gathering. ...

Empowering Teaching for Participatory Citizenship. Evaluating Alternative Civic Education Pedagogies in Secondary School in Mexico

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Fernando M. Reimers

2014-05-01

Full Text Available Experimental evaluation of three approaches to civic education with low income students in Mexico. Sixty eight grade teachers of ‘Civic Education’ and 2,529 students were randomly assigned to one of three conditions: Lesson Planning, Participatory Learning, Lesson Planning and Participatory Learning. All treatment groups had significant effects in a range of civic dimensions, such as conceptions of gender equity, trust in future, knowledge and skills, participation in school and in the community. There is limited evidence of transfer of impact to dimensions not explicitly targeted in the curriculum. There is no impact in attitudinal dimensions, tolerance and trust.

Health Education Teacher Resource Handbook: A Practical Guide for K-12 Health Education.

Science.gov (United States)

Mahoney, Beverly Saxton, Ed.; Olsen, Larry K., Ed.

This handbook provides background information on the health curriculum, as well as current, comprehensive information on publications, standards, and special materials for K-12 health education. The manual begins with an introduction, by P. Bruce Uhrmacher, which provides an overview of the ideologies and philosophies that have affected curriculum…

Human Rights and Peace Education in the Lebanese Civics Textbooks

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Shuayb, Maha

2015-01-01

In 1997 the Lebanese government published its newly developed curriculum and textbooks following a long and fierce civil war, which started in 1975. The new curriculum emphasized nation building, reconciliation and citizenship. This study aims to examine how the civics textbooks in Lebanon addressed human rights and peace education, both of which…

The Engaged University: International Perspectives on Civic Engagement. International Studies in Higher Education

Science.gov (United States)

Watson, David; Hollister, Robert; Stroud, Susan E.; Babcock, Elizabeth

2011-01-01

"The Engaged University" is a comprehensive empirical account of the global civic engagement movement in higher education. In universities around the world, something extraordinary is underway. Mobilizing their human and intellectual resources, institutions of higher education are directly tackling community problems--combating poverty,…

Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

Science.gov (United States)

Borders, Kareen; Mendez, B. M.

2010-01-01

K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

Leading Effective Educational Technology in K-12 School Districts: A Grounded Theory

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Hill, Lara Gillian C.

2011-01-01

A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online…

Neutrality and Impartiality in Public Education: The French Investment in Philosophy, Teaching about Religions, and Moral and Civic Education

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Gaudin, Philippe

2017-01-01

In France, there is no religious education in state schools. "Convictional education" appeared by drawing its perimeter around three educational subjects: philosophy, teaching about religions, and moral and civic education. Today, the French school is facing new challenges in a highly secularised society on which religion is laying new…

What Do We Mean by Science Education for Civic Engagement?

Science.gov (United States)

Rudolph, John L.; Horibe, Shusaku

2016-01-01

One of the most frequently cited goals for science education over the years has been to provide students with the understanding and skills necessary to engage in science-related civic issues. Despite the repeated insistence on the importance of this kind of democratic participation, there has been little effort in the research community either to…

From I to We: Sex Education as a Form of Civics Education in a Neoliberal Context

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Lamb, Sharon; Randazzo, Renee

2016-01-01

This research explores the question of how a sex education curriculum can be a form of civics education, moving students from a discourse of personal responsibility to a discourse that represents a "we" voice and takes into consideration not only the other person but society. In two 8-week classes delivered in a charter school to a…

Where civics meets science: building science for the public good through Civic Science.

Science.gov (United States)

Garlick, J A; Levine, P

2017-09-01

Public understanding of science and civic engagement on science issues that impact contemporary life matter more today than ever. From the Planned Parenthood controversy, to the Flint water crisis and the fluoridation debate, societal polarization about science issues has reached dramatic levels that present significant obstacles to public discussion and problem solving. This is happening, in part, because systems built to support science do not often reward open-minded thinking, inclusive dialogue, and moral responsibility regarding science issues. As a result, public faith in science continues to erode. This review explores how the field of Civic Science can impact public work on science issues by building new understanding of the practices, influences, and cultures of science. Civic Science is defined as a discipline that considers science practice and knowledge as resources for civic engagement, democratic action, and political change. This review considers how Civic Science informs the roles that key participants-scientists, public citizens and institutions of higher education-play in our national science dialogue. Civic Science aspires to teach civic capacities, to inform the responsibilities of scientists engaged in public science issues and to inspire an open-minded, inclusive dialogue where all voices are heard and shared commitments are acknowledged. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Civic Education as a Collaborative Dimension of Social Studies Education in Attainment of Political Ethics in Nigeria

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Dania, Peter

2015-01-01

The paper investigated Civic Education as a collaborative dimension of Social Studies Education in attainment of political ethics in Nigeria. The study adopted the survey research design. The sample for the study consisted of 580 Social Studies teachers selected from thirty secondary schools in the three senatorial districts of Delta State. The…

Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education

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Clyde, Carol

2010-01-01

The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential…

Multilevel Analysis of Student Civics Knowledge Scores

Science.gov (United States)

Gregory, Chris; Miyazaki, Yasuo

2018-01-01

Compositional effects of scholarly culture classroom/school climate on civic knowledge scores of 9th graders in the United States were examined using the International Association for the Evaluation of Educational Achievement (IEA) 1999 Civic Education Study data. Following Evans et al. (2010, 2014), we conceived that the number of books at home,…

Honours service-learning & civic responsibility

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Trae Stewart

2012-03-01

Full Text Available 800x600 Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 Universities have been urged to prepare graduates for successful professional lives and fulfilling lives as civically responsible citizens. Pedagogies of engagement, like service-learning, are touted as one means to achieve these goals. Connections between first-year experience and service-learning programs have been slow to develop. Further, empirical studies on service-learning in university honours education are similarly scarce. This article examines first-semester honours postsecondary students' sense of civic responsibility before and after completing a service-learning program linking a course on the Evolution of Community to direct volunteerism in struggling schools. Based on pre-post-responses (n=119 to the Level III-Civic Responsibility Survey, analysis of variance with repeated measures showed that participants' sense of civic responsibility was significantly increased over time on each of the dependent variables (i.e., community connectedness, civic attitudes, civic efficacy. Community connectedness scores increased significantly at the .005 level, F(1, 118 = 9.703, p = .002. The changes in civic attitudes and civic efficacy scores were extremely significant at the .0005 level, F(1, 118 = 14.498, p < .0005 and F(1, 118 = 23.56, p < .0005, respectively.

Toward Meaningful Learning: Reconnecting Faith and Civic Action in Higher Education

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Laboe, Mark; Nass, Karl

2012-01-01

The authors explore ways that faith and a commitment to social justice can be integrated into learning in higher education today. They also seek to highlight six foundational insights emerging from the proceedings of the National Faith, Justice, and Civic Learning (NFJCL) conference related to the importance of effectively reintegrating the…

Civic values in the texts of the Primary Education

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Eva Ortiz Cermeño

2014-11-01

Full Text Available Documentary study university textbooks on civic values in the Primary Education. Technique has been used as discourse analysis with ATLAS.ti version 6.2. The results show how the theories discussed affect the values of freedom and discipline primarily, followed by respect, equality related to justice, accountability and participation closely with citizen participation. We conclude that the values that work in this subjet are essential in the initial training of teachers.

Chapter 11: Civic Youth Work

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Roholt, Ross VeLure; Hildreth, R. W.; Baizerman, Michael

2007-01-01

We propose civic youth work as a new craft orientation in the family of child and youth care, education, social work, recreation and other relevant semi-to-full professions. We envision this practice as based in the philosophies and practical sciences of pedagogy, politics, and human development. The ideal-type civic youth worker will have a…

Building Civic Bridges: Community-Centered Action Civics

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LeCompte, Karon; Blevins, Brooke

2015-01-01

Project-based learning is an example of powerful social studies learning in which student engage in active inquiry. Action civics is a relatively new educational practice in which students "act as citizens" through a cycle of research, action, and reflection about problems they care about in their community. "Building Civic…

Are K-12 Learners Motivated in Physical Education? A Meta-Analysis

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Chen, Senlin; Chen, Ang; Zhu, Xihe

2012-01-01

Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were…

Empowerment and Civic Surrogacy: Community Workers' Perceptions of Their Own and Their Latino/a Students' Civic Potential

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Flores, Andrea

2015-01-01

This article examines how three Nashville educational support professionals' conceptions of empowerment map onto their civic expectations for their Latino/a students and themselves. It argues that these expectations are inversely related, with students standing as surrogates for professionals' civic selves or professionals acting as civic…

Methodological Lessons Learned from Conducting Civic Education Research in High Schools

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Matto, Elizabeth C.; Vercellotti, Timothy

2012-01-01

With the growing size of the "Millennial Generation" and its potential impact on American democracy, the civic education of this cohort deserves study. Using news media and discussion of politics at home and in the classroom at four public high schools in New Jersey, we conducted an experiment to measure changes in media use, political…

A Community of Inquiry-Based Framework for Civic Education at Universitas Terbuka, Indonesia

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Setiani, Made Yudhi; MacKinnon, Allan M.

2015-01-01

This study focused on the civic education course at Universitas Terbuka (UT). Its purpose was to design a new approach for the online tutorial for the course by analyzing the literature related to online and distance education and investigating participant feedback on the current offering of the course and tutorial, which is a compulsory course in…

Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

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2004-01-01

The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

The (Bio)politics of Engagement: Shifts in Singapore's Policy and Public Discourse on Civics Education

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Weninger, Csilla; Kho, Ee Moi

2014-01-01

This article provides a historical overview of civic educational policy and political discourse in Singapore from 1959 to 2011, focusing on changes in the role attributed to students in the education process. A review of educational programmes and analysis of political speeches reveals that an earlier transmissionist approach that focused on value…

Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

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Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

2016-01-01

This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

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Keller, T.

2010-12-01

The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

The Implications of the Individualism/Communitarian Debate for Civic Education: Observations and Prejudices.

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Smith, Duane E.

This paper evaluates how civic education in the United States currently is impacted by the competing theories of individualism ("liberalism") and communitarianism. Each theory's intellectual history and meaning is explained briefly. The implications of the "debate between the defenders of liberalism and their communitarian critics…

K-12 Local Network (LAN) Design Guide

National Research Council Canada - National Science Library

Horton, Cody

1998-01-01

...) educators preparing to design and implement LANs in K-12 schools and libraries. Data was collected during the implementation of LANs in K-12 schools of the Monterey Peninsula Uniform School District (MPUSD...

NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services

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Johnsen, Susan K., Ed.

2012-01-01

The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

What If a State Required Civic Learning for All Students?

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John D Reiff

2016-06-01

Full Text Available his article tells the story of the first state in the U.S. to set the expectation that every undergraduate in public higher education would be involved in civic learning.  In 2012, the Massachusetts Board of Higher Education made “Preparing Citizens” one of seven key outcomes of its Vision Project for public higher education.  In 2014, the Board passed a Policy on Civic Learning defining civic learning as “acquisition of the knowledge, the intellectual skills and the applied competencies that citizens need for informed and effective participation in civic and democratic life; it also means acquiring an understanding of the social values that underlie democratic structures and practices” (http://www.mass.edu/bhe/lib/documents/AAC14-48CivicLearningwithPolicy-RevisedFinalforBHE.pdf.  First steps toward achieving this goal include• designing a process to identify and designate on every campus under the Board’s oversight those courses with a substantial focus on civic learning—either with or without civic engagement built into them—and • developing a set of rubrics that can be used to assess student learning outcomes in these courses.  The article presents the complex issues emerging through the first year’s work on these two steps, and sketches action steps to follow.

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

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Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

The Triumph of the Market and the Decline of Liberal Education: Implications for Civic Life

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Roosevelt, Grace

2006-01-01

The purpose of this article is to argue that the growing commercialization of education and the simultaneous decline of what has traditionally been called "liberal education" will limit the range of political discourse and thus have negative effects on civic life. In a context driven mainly by the profit motive, not-for-profit…

Review: ICCS International Civics and Citizenship Study

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Anu Toots

2010-11-01

Full Text Available In November 2010 the largest international study ever conducted on civic education in secondary schools has been released in Brussels. The study was performed under the auspices of the International Association for the Evaluation of Educational Achievement (IEA, an independent consortium that brings together educational researchers and policy makers in 62 countries around the world. The IEA is probably more widely known in connection of large-scale comparative studies on educational assessment in math and science (TIMSS and in reading (PIRLS. Yet, the association has longstanding and impressive expertise also in civic education. The first study in this area has been carried out already in 1971 (Torney et al., 1975, the second – so called CIVED in 1999 (Torney-Purta et al., 2001 and now, ten years later, 38 counties around the world participated in the third study – the IEA International Civic and Citizenship Education Study (ICCS. The study tested in 2008–2009 over 140,000 lower secondary students, over 62,000 teachers and headmasters from 5,300 schools in order to analyse how young people are prepared to undertake their roles as citizens.

Moral and political feelings in civic education in Colombia: attributes and stigmas

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Marieta Quintero Mejía

2014-05-01

Full Text Available DOI: http://dx.doi.org/10.17227/01234870.39folios137.147 The processes of civic education have been focused on the strengthening of the cognitive path of morals, which has led to locating moral and political feelings in a restricted place. This allows us to understand, to a considerable extent, the reasons for which we have valued these feelings as vital for our political and moral life. Because of this, feelings such as empathy, solidarity, indignation, among others, have been stripped of their intersubjective nature and been pushed back into the field of irrationality. In order to account for this, this article presents some attributes and stigmas of feelings in the process of civic education. To this aim, scholarly texts are analysed (1800, to be exact, and the results of interviews with members of educational institutions in four Colombian departments affected by the Colombian armed conflict are given. We consider that the meaning of the public, the processes of socialisation, subjectivity, as well as our forms of collective action, are motivated, in some way, by feelings which trigger rejection/indifference; resistance/apathy when faced with situations where our rights are violated.

CHARACTERISTICS OF YOUTH CIVIC ENGAGEMENT IN LIEPAJA CITY

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Jurs, Pāvels; Samuseviča, Alīda

2018-01-01

Youth civic engagement is an essential precondition for the preservation of democratic values and the existence of civil society. The implementation of the competence approach in the education process in Latvia provides as one of the key priorities of pedagogical work – encourage students' civic engagement and personal responsibility,  developing students' thinking and self-initiative, the skills to be accountable to the citizens of society with the development national, historical and civic ...

Civic Participation Reimagined: Youth Interrogation and Innovation in the Multimodal Public Sphere

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Mirra, Nicole; Garcia, Antero

2017-01-01

This chapter challenges dominant narratives about the civic disengagement of youth from marginalized communities by reconceptualizing what counts as civic participation in public life and how youth are positioned as civic agents. We examine ideologies that undergird traditional forms of civic education and engagement in the United States and offer…

Alienated and Disaffected Students: Exploring the Civic Capacity of "Outsiders" in Asian Societies

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Kuang, Xiaoxue; Kennedy, Kerry John

2018-01-01

As an important group of students, the alienated and disaffected students are often overlooked in more general studies of civic education. Based on data from the International Civics and Citizenship Education Study (ICCS 2009), the study investigated alienated and disaffected students in Asia and explored the development of their civic attitudes.…

K-12 educational outcomes of immigrant youth.

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Crosnoe, Robert; Turley, Ruth N López

2011-01-01

The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

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Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes

2007-01-01

The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

Environmental Education and K-12 Student Outcomes: A Review and Analysis of Research

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Ardoin, Nicole M.; Bowers, Alison W.; Roth, Noelle Wyman; Holthuis, Nicole

2018-01-01

Many practitioners and researchers describe academic and environmental benefits of environmental education for kindergarten through twelfth grade (K-12) students. To consider the empirical underpinnings of those program descriptions, we systematically analyzed the peer-reviewed literature (1994-2013), focusing on outcomes of environmental…

Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

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Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

2016-01-01

The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

Assessing two Theoretical Frameworks of Civic Engagement

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Benilde García-Cabrero

2016-03-01

Full Text Available The purpose of this study was to empirically test two major theoretical models: a modified version of the social capital model (Pattie, Seyd and Whiteley, 2003, and the Informed Social Engagement Model (Barr and Selman, 2014; Selman and Kwok, 2010, to explain civic participation and civic knowledge of adolescents from Chile, Colombia and Mexico, using data from the International Civic and Citizenship Education Study 2009 (Schulz, et al., 2010. The models were used to identify factors associated with different levels of knowledge and civic participation: expected participation in legal and illegal protests, and electoral participation. Data were analyzed using regression analysis. Results show that the Informed Social Engagement approach (ISEM, explains better the observed differences in civic knowledge and civic participation, than the Social Capital Model (SCM. That is, the expected values associated with the variables included in the ISEM are closer to the observed values, than those predicted by the SCM. This is true for the three outcomes (expected participation in legal protests, illegal protests, and electoral participation and in the three countries analyzed (Chile, Colombia and Mexico.

Benefits and Pitfalls: Simple Guidelines for the Use of Social Networking Tools in K-12 Education

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Huffman, Stephanie

2013-01-01

The article will outline a framework for the use of social networking tools in K-12 education framed around four thought provoking questions: 1) what are the benefits and pitfalls of using social networking tools in P-12 education, 2) how do we plan effectively for the use of social networking tool, 3) what role does professional development play…

K--12 science educator perception of instructing students with learning disabilities in the regular classroom

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Holliday-Cashwell, Janet Rose

2000-10-01

Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

Efficacy of the World Wide Web in K-12 environmental education

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York, Kimberly Jane

1998-11-01

Despite support by teachers, students, and the American public in general, environmental education is not a priority in U.S. schools. Teachers face many barriers to integrating environmental education into K--12 curricula. The focus of this research is teachers' lack of access to environmental education resources. New educational reforms combined with emerging mass communication technologies such as the Internet and World Wide Web present new opportunities for the infusion of environmental content into the curriculum. New technologies can connect teachers and students to a wealth of resources previously unavailable to them. However, significant barriers to using technologies exist that must be overcome to make this promise a reality. Web-based environmental education is a new field and research is urgently needed. If teachers are to use the Web meaningfully in their classrooms, it is essential that their attitudes and perceptions about using this new technology be brought to light. Therefore, this exploratory research investigates teachers' attitudes toward using the Web to share environmental education resources. Both qualitative and quantitative methods were used to investigate this problem. Two surveys were conducted---self-administered mail survey and a Web-based online survey---to elicit teachers perceptions and comments about environmental education and the Web. Preliminary statistical procedures including frequencies, percentages and correlational measures were performed to interpret the data. In-depth interviews and participant-observation methods were used during an extended environmental education curriculum development project with two practicing teachers to gain insights into the process of creating curricula and placing it online. Findings from the both the mail survey and the Web-based survey suggest that teachers are interested in environmental education---97% of respondents for each survey agreed that environmental education should be taught in K

Fair and Cloudy Weathers of Tolerance in Civic and Religious Education in Northern Europe

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Strandbrink, Peter

2015-01-01

This article investigates the normative logic and orientation of civic and religious education in seven countries in northern Europe. One main underlying argument is that public schooling must be generically regarded as a heavy functional contributor to the "soft" normative reproduction and validation of certain ethical and cultural…

K-12 Technology Accessibility: The Message from State Governments

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Shaheen, Natalie L.; Lazar, Jonathan

2018-01-01

This study examined state education technology plans and technology accessibility statutes to attempt to answer the question--is K-12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K-12 school district is planning the construction…

Experiental Civic Learning by using "Projekt: Aktive Bürger"

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Klaus Koopmann

2002-01-01

Full Text Available Various social and political developments seem to sum up to a process of 'de-civilization' which impede - rather than facilitate - the project of a humane and democratic society. In order to make this project a successful one it is necessary to reclaim citizens as politically acting subjects. The ability to act as enlightened and autonomous citizens will be sustainably acquired by experiencing extensive participation in society and in politics. Civic education should foster this process of 'revi-talization of citizenship' by offering youth meaningful participatory experiences of social and po-litical relevance. That is: Civic education should create, organize and offer learning strategies that are oriented towards the notion of reflective acting as experiential learning. Experiential learning processes, aimed at the sustainable acquisition of competencies which are relevant in politics and civil society, will particularly unfold in the course of the (interactive dealing of the individual(s with the authentic political and social problems and processes that surround and concern them. This also includes reflection and co-operation. One example of how to practice an experiential and prob-lem-centred learning strategy is well being demonstrated by the civic education program "Projekt: Aktive Bürger", the German adaptation of "We the People ... Project Citizen" designed by the American Center for Civic Education.

"It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

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Charity Hudley, Anne H.; Mallinson, Christine

2017-09-01

Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

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Ward, N. D.; Petrik-Finley, R.

2015-12-01

Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

Fostering Civic Engagement in the Communication Research Methods Course

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Liu, Min

2011-01-01

Civic engagement has become an essential learning goal for institutions throughout higher education. Communication scholars employ various pedagogical tools to foster civic engagement. For instance, service learning has been shown to increase political and community engagement in courses such as family communication and public relations. Teachers…

The Devil Is in the Details: Defining Civic Engagement

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Brabant, Margaret; Braid, Donald

2009-01-01

For "civic engagement" work to have meaningful and long-term impact upon students, partners, and postsecondary institutions, each institution must undertake the difficult work of defining civic engagement for itself such that the definition aligns with the institution's educational mission and local context. We argue that civic…

Marshalling Corporate Resources for Public and K-12 Technical Education Outreach and Engagement

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Wynne, James

2011-03-01

In 1988, the Education Task Force of the Business Roundtable recommended that American corporations invest in pre-college education. Prior to that date, corporate investment was targeted at higher education. IBM and other corporations responded by encouraging their employees and their corporate philanthropic organizations to develop programs aimed at enhancing pre-college education. The IBM TJ Watson Research Center initiated a Local Education Outreach program, active for these past 23 years, that marshals the resources of our science-rich institution to enhance STEM education in our local schools. We have broad and deep partnerships between the Research Center and local school districts, including New York City. We have just completed our 19th consecutive year of Family Science Saturdays, which brings 4th and 5th grade children, along with their parents, to our Research Center for hands-on workshops in topics like States of Matter, Polymer Science, Kitchen Chemistry, and Sound and Light. The workshops are staffed by IBM volunteers, assisted by local high school student ``Peer Teachers.'' Since 1990, the IBM Corporation has joined with a coalition of other companies, professional engineering societies, and government agencies to sponsor the annual Engineers Week (EWeek) campaign of technical education outreach, serving as Corporate Chair in 1992, 2001, and 2008. In recent years, we have annually recruited around 5000 IBM volunteers to reach out to more than 200,000 K-12 students in order to increase their awareness and appreciation of technical careers and encourage them to continue their studies of STEM (science, technology, engineering, and mathematics). The speaker, who helped found the APS Forum on Education (FED) and served as FED Councillor for 8 years, will review these and other programs for Public and K-12 Technical Education Outreach and Engagement.

A Cross-Context Analysis of Civic Engagement Linking CIVED and U.S: Census Data

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Judith Torney-Purta

2012-04-01

Full Text Available This study investigates direct and indirect family, peer, school, and neighborhood effects on adolescents’ civic engagement utilizing data from the 1999 IEA Civic Education Study and the U.S. Census. The nationally representative sample consists of 2,729 students from 119 schools in the U.S. Multi-level regression techniques provide precise estimates of the separate and shared impact of each context on adolescents’ civic engagement. Individual students’ civic experiences and discourse in school and at home predict higher civic engagement, although the effects of these experiences vary based on the larger school and neighborhood contexts. Overall, interactive effects indicate that students who may traditionally be deemed at a disadvantage (either because of poor school or neighborhood conditions experience more benefits from increases in civic learning opportunities than do more advantaged students. Suggestions are made for secondary analyses of ICCS (the IEA civic education study of 2009.

Impact of Guided Notes on Achievement in K-12 and Special Education Students

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Larwin, Karen H.; Dawson, Daniel; Erickson, Matthew; Larwin, David A.

2012-01-01

The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes…

Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

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Becerra, David

2012-01-01

This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

Assessing Civic Competency and Engagement in Higher Education: Research Background, Frameworks, and Directions for Next-Generation Assessment. Research Report. ETS RR-15-34

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Torney-Purta, Judith; Cabrera, Julio C.; Roohr, Katrina Crotts; Liu, Ou Lydia; Rios, Joseph A.

2015-01-01

Civic learning is increasingly recognized as important by the higher education and workforce communities. The development of high-quality assessments that can be used to evaluate students' civic learning during the college years has become a priority. This paper presents a comprehensive review of existing frameworks, definitions, and assessments…

The Influence of Engineers' Training Models on Ethics and Civic Education Component in Engineering Courses in Portugal

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Monteiro, Fátima; Leite, Carlinda; Rocha, Cristina

2017-01-01

The recognition of the need and importance of including ethical and civic education in engineering courses, as well as the training profile on ethical issues, relies heavily on the engineer's concept and the perception of the engineering action. These views are strongly related to the different engineer education model conceptions and its…

Four Tools for Critical Inquiry in History, Social Studies, and Civic Education

OpenAIRE

Bermudez, Angela

2015-01-01

The promotion of critical thinking is an important but elusive goal in history, social studies, and civic education. Teachers often struggle to translate general definitions of critical thinking into specific pedagogical tools to plan learning activities and to observe and interpret student work in these subjects. They also struggle to distinguish between "teaching critical content" and "teaching students to think critically." In this paper, I draw upon scholarship on critical thinking, histo...

Rethinking Students’ Dispositions towards Civic Duties in Urban Learning Ecologies

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Olugbenga Adedayo Ige

2017-10-01

Full Text Available This study explored the causative influence of thinking dispositions on secondary school students’ civic attitudes in school ecologies. 167 students from eight selected secondary schools in northern and southern Nigeria responded to the Senior Students’ Thinking Dispositions Questionnaire (SSTDQ, and Students’ Attitude to Civic Education Scale (SACES. Results of the stepwise linear regression model declared that absolutism, superstition, and dogmatism were the potent predictors that are strongly connected to students’ civic attitudes. The study has inferences for teachers’ development viz a viz teaching students’ civic attitudes from inside out (critical teaching that uses social tools as yardstick in school ecologies.

Infusing Multicultural Education into the Curriculum: Preparing Pre-Service Teachers to Address Homophobia in K-12 Schools

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Jones, Joseph R.

2015-01-01

This article discusses the role multicultural education can play in addressing homophobia in K-12 schools. The author explores the lack of multiculturalism courses in undergraduate teacher education programs. To address the lack of multiculturalism courses, three instructional activities are offered that faculty in teacher education programs can…

Developing Civic Engagement in University Education: Predicting Current and Future Engagement in Community Services

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Li, Manyu; Frieze, Irene Hanson

2016-01-01

One of the important goals of education is for students to learn to be responsible civic participants. Thus, the time students spend in college is invaluable. It is important that students learn to participate and be responsible citizens of their community during their time in college (Giles and Eyler in "Mich J Community Serv Learn"…

Civic Education and Visions of War and Peace in the Spanish Transition to Democracy

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Mahamud Angulo, Kira; Groves, Tamar; Milito Barone, Cecilia Cristina; Hernández Laina, Yovana

2016-01-01

This article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state…

Romanian Youths' Civic Identities: 20 Years after the Revolution

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Obenchain, Kathryn; Bellows, Elizabeth; Bernat, Simona-Elena; Smith, Billy

2013-01-01

The study explores the civic identities of Romanian youth. Children born after 1989 have no memory of the communism; yet, they are the children and students of those who were educated under communism. Data sources were small group interviews with 21 youth and results indicate that participants believe "civic engagement is possible and…

The Air Force Academy’s Falcon Telescope Network: An Educational and Research Network for K-12 and Higher Education

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Chun, Francis; Tippets, Roger; Della-Rose, Devin J.; Polsgrove, Daniel; Gresham, Kimberlee; Barnaby, David A.

2015-01-01

The Falcon Telescope Network (FTN) is a global network of small aperture telescopes developed by the Center for Space Situational Awareness Research in the Department of Physics at the United States Air Force Academy (USAFA). Consisting of commercially available equipment, the FTN is a collaborative effort between USAFA and other educational institutions ranging from two- and four-year colleges to major research universities. USAFA provides the equipment (e.g. telescope, mount, camera, filter wheel, dome, weather station, computers and storage devices) while the educational partners provide the building and infrastructure to support an observatory. The user base includes USAFA along with K-12 and higher education faculty and students. The diversity of the users implies a wide variety of observing interests, and thus the FTN collects images on diverse objects, including satellites, galactic and extragalactic objects, and objects popular for education and public outreach. The raw imagery, all in the public domain, will be accessible to FTN partners and will be archived at USAFA. USAFA cadets use the FTN to continue a tradition of satellite characterization and astronomical research; this tradition is the model used for designing the network to serve undergraduate research needs. Additionally, cadets have led the development of the FTN by investigating observation priority schemes and conducting a 'day-in-the-life' study of the FTN in regards to satellite observations. With respect to K-12 outreach, cadets have provided feedback to K-12 students and teachers through evaluation of first-light proposals. In this paper, we present the current status of the network and results from student participation in the project.

Capacity Building for the Common Good: PSU's Interdisciplinary Minor in Civic Leadership

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Nishishiba, Masami; Kecskes, Kevin

2012-01-01

Since the early 1990s, Portland State University has furthered its commitment to civic engagement education by adopting an integrated approach to its general education curriculum. As an outgrowth to this initiative, the minor in Civic Leadership was developed in 2004-05. This interdisciplinary minor was designed with the intent to further…

The Elephant in the (Class)Room: Parental Perceptions of LGBTQ-Inclusivity in K-12 Educational Contexts

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Ullman, Jacqueline; Ferfolja, Tania

2016-01-01

While little is known about parental beliefs and desires regarding LGBTQ-inclusive education, assumptions about these appear to justify teachers', curriculum writers' and policy makers' silences regarding sexuality and gender diversity in the K-12 classroom. Thus, in order to better inform educators' practices, this paper presents an analysis of…

National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

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American School Health Association (NJ1), 2012

2012-01-01

The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

Laboratory Safety Guide for Arkansas K-12 Schools.

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Arkansas State Dept. of Education, Little Rock.

This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

Confronting Social Injustice: Cognitive Dissonance and Civic Development in Higher Education Service-Learning

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Rogers, Leslie Cohen

2012-01-01

This qualitative, insider account of student civic development in a university service-learning course has two primary goals. One is to propose frameworks for describing the process of civic development of service-learning students that are situated in theories of civic identity, cognitive development, and cognitive dissonance. The other is to…

Curricular Value and Instructional Needs for Infusing Engineering Design into K-12 Technology Education

OpenAIRE

Gattie, David K.; Wicklein, Robert C.

2007-01-01

An overarching objective of Technology Education in the U.S. is to improve technological literacy among K-12 students (DeVore, 1964; Savage and Sterry, 1990; International Technology Education Association, 1996, 2000, 2003). This is addressed in part through a focus on end-product technology and the use and importance of various technologies in society (Savage and Sterry, 1990). While such a focus is certainly necessary, it may not be sufficient if the objective is to infuse engineering into ...

The civic and national education formation of over-fives through types and genres of fine art

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Makarova A.V.

2017-03-01

Full Text Available this article examines the formation of the civic and national education of over-fives. The authors describe features of project oriented at long-term planning of cultivation of moral and patriotic values in the elder groups. Project mission and the major challenges are defined.

Keeping Pace with K-12 Online Learning, 2016

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Gemin, Butch; Pape, Larry

2017-01-01

"Keeping Pace with K-12 Online Learning 2016" marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the…

Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

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Larson, Judy

2009-01-01

To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

Development of a Virtual Technology Coach to Support Technology Integration for K-12 Educators

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Sugar, William; van Tryon, Patricia J. Slagter

2014-01-01

In an effort to develop a virtual technology coach for K-12 educators, this article analyzed survey results from sixty teachers with regards to specific resources that a technology coach could provide within a virtual environment. A virtual technology coach was proposed as a possible solution to provide continual professional development for…

A Correlational Analysis of Strategic Information Systems Planning in K-12 Public Educational Organizations

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Martin, Christopher J.

2012-01-01

Three decades of research has indicated that strategic information systems planning is a vital component to business success. The purpose of this study was to identify the relationship strategic information systems planning and financial commitment has within the K-12 public education sector. Data for this study was obtained from top management of…

Civic Engagement Scale

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Amy Doolittle

2013-07-01

Full Text Available This study reports on the development and validation of the Civic Engagement Scale (CES. This scale is developed to be easily administered and useful to educators who are seeking to measure the attitudes and behaviors that have been affected by a service-learning experience. This instrument was administered as a validation study in a purposive sample of social work and education majors at three universities (N = 513 with a return of 354 (69%. After the reliability and validity analysis was completed, the Attitude subscale was left with eight items and a Cronbach’s alpha level of .91. The Behavior subscale was left with six items and a Cronbach’s alpha level of .85. Principal component analysis indicated a two-dimensional scale with high loadings on both factors (mean factor loading for the attitude factor = .79, and mean factor loading for the behavior factor = .77. These results indicate that the CES is strong enough to recommend its use in educational settings. Preliminary use has demonstrated that this scale will be useful to researchers seeking to better understand the relationship of attitudes and behaviors with civic engagement in the service-learning setting. The primary limitations of this research are that the sample was limited to social work and education majors who were primarily White (n = 312, 88.1% and female (n = 294, 83.1%. Therefore, further research would be needed to generalize this research to other populations.

What Is "Competence" and How Should Education Incorporate New Technology's Tools to Generate "Competent Civic Agents"

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Haste, Helen

2009-01-01

This article addresses the competences needed in twenty-first-century life, especially in relation to civic participation, and the educational requirements to foster them in young people. New technologies are widely used by young people for informal social interaction, video game-playing and giving voice to their views. Incorporation of these…

Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

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Hechter, Richard; Vermette, Laurie Anne

2014-01-01

This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

Social Background, Civic Education and Political Participation of Young People – the German Case

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Holger Onken

2014-04-01

Full Text Available Due to social and political change the process of young citizens’ political socialization was put on a new basis in West European democracies over the last decades. In this article we discuss some aspects of this development and show their consequences. We analyse empirical findings from Germany, focussing on the relevant social factors which influence the individual propensity to participate in politics. The impact of the financial and economic crisis in Europe on political attitudes will also be considered, taking in account sociological aspects. Based on the empirical findings we discuss implications for civic education. In contrast to many discussions in literature about this issue, in which the focus is on the need to put the various influences of political socialization into a broader context, we argue that the parental social background is the crucial upstream factor, prior to e.g. civic education. The conclusion indicates that a group‐specific educational approach, taking into account the social background, is the most promising one for reaching the normative goal of civic education: Politically self‐determined citizens. Aufgrund der sozialen und politischen Veränderungen ist die politische Sozialisation Jugendlicher in den Westeuropäischen Demokratien auf eine neue Grundlage gestellt worden. In diesem Beitrag diskutieren wir Aspekte dieser Entwicklung und zeigen, welche Folgen sich aus diesen ergeben. Wir analysieren empirische Befunde aus Deutschland mit dem Schwerpunkt auf die Frage, welche sozialen Faktoren relevant sind für die individuelle politische Partizipationsbereitschaft. Der Einfluss der Finanz‐ und Wirtschaftskrise in Europa auf politische Einstellungen wird dabei ebenfalls betrachtet. Dies geschieht unter Berücksichtigung der soziologischen Aspekte. Auf Grundlage der Ergebnisse Fragen wir nach den Folgen für die politische Bildung. Im Gegensatz zu dem in der Literatur häufig vertretenen Ansatz, die politische

Rethinking Students' Dispositions towards Civic Duties in Urban Learning Ecologies

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Ige, Olugbenga Adedayo

2017-01-01

This study explored the causative influence of thinking dispositions on secondary school students' civic attitudes in school ecologies. 167 students from eight selected secondary schools in northern and southern Nigeria responded to the Senior Students' Thinking Dispositions Questionnaire (SSTDQ), and Students' Attitude to Civic Education Scale…

Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

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Robeck, E.

2016-12-01

The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

Ethical and Civic Education. Difficulties during the Curricular Reform in Argentine Patagonia

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Isabelino Siede

2015-04-01

Full Text Available DOI: http://dx.doi.org/10.17227/01234870.41folios51.68 What type of ethical and civic education is effectively provided at school? This article analyzes the curricular prescriptions of Ethical and Citizenship Education in primary schools of the Argentine Patagonia, as well as its relations and contradictions with the school practices of moral education It inquires the process of definition of the area in the context of the Educational Reform in the 90s. Also, it pursuits to remake the way it was incorporated in the provincial curriculum design. Throughout focus groups and interviews to teachers from different public and private schools of three towns from de north of Santa Cruz, we analyze the descriptions and expectative of the teachers about their teaching practice in the moral area, as well as the possible causes of the differences and the contradictions between the policies of the curricular statement and educational proposals offered at school.

Technology-Related Strategies Used by Educational Leaders to Increase Prosocial Behavior in K-12 Schools

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Beers, Jason Ronald

2017-01-01

Purpose. The purpose of this study was to identify technology-related strategies used by educational leaders to increase prosocial behavior in K-12 schools. Information and communication technology (ICT) is developing at a rapid rate and is becoming more ubiquitous among students. Discovering and understanding common technology-related strategies…

USE OF SECOND LIFE IN K-12 AND HIGHER EDUCATION: A Review of Research

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Chris INMAN

2011-08-01

Full Text Available This study reviewed empirical research conducted in Second Life by educators since Second Life’s launch in 2003. The study’s purpose was to identify how Second Life is being used in both K-12 and higher education. The methodology, findings, and recommendations of 27 research studies were analyzed. Researchers identified potential problems when using Second Life in education, including issues with the Second Life software and hardware requirements, a steep learning curve, and the possibility of students becoming exposed to distractions or inappropriate content. Researchers discussed potential uses of Second Life including role-play, game and simulation creation, implementation within distance education programs, and the ability to encourage student-centered learning activities. Analysis also revealed several recommendations for educators intending to use Second Life.

Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

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Bakke, Christine K.

2013-01-01

The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

Music Educator Vacancies in Faith-Based K-12 Schools in the United States: 2013-2014

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Hash, Phillip M.

2015-01-01

The purpose of this study was to analyze and summarize characteristics of music educator vacancies in faith-based K-12 schools in the United States for the 2013-2014 academic year. Data extracted from placement notices and supplemental sources included demographic information, job responsibilities, and employment requirements for 153 listings in…

Teaching for Citizenship in Lebanon: Teachers Talk about the Civics Classroom

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Akar, Bassel

2012-01-01

"National and Civic Education" is a program of study compulsory across all grade levels in Lebanon aimed at promoting social cohesion and active citizenship. A sample of 19 civics teachers in Lebanon across four of the six governorates participated in semi-structured interviews. The conversations delved into their conceptions of…

An analysis of United States K-12 stem education versus STEM workforce at the dawn of the digital revolution

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Cataldo, Franca

The world is at the dawn of a third industrial revolution, the digital revolution, that brings great changes the world over. Today, computing devices, the Internet, and the World Wide Web are vital technology tools that affect every aspect of everyday life and success. While computing technologies offer enormous benefits, there are equally enormous safety and security risks that have been growing exponentially since they became widely available to the public in 1994. Cybercriminals are increasingly implementing sophisticated and serious hack attacks and breaches upon our nation's government, financial institutions, organizations, communities, and private citizens. There is a great need for computer scientists to carry America's innovation and economic growth forward and for cybersecurity professionals to keep our nation safe from criminal hacking. In this digital age, computer science and cybersecurity are essential foundational ingredients of technological innovation, economic growth, and cybersecurity that span all industries. Yet, America's K-12 education institutions are not teaching the computer science and cybersecurity skills required to produce a technologically-savvy 21st century workforce. Education is the key to preparing students to enter the workforce and, therefore, American K-12 STEM education must be reformed to accommodate the teachings required in the digital age. Keywords: Cybersecurity Education, Cybersecurity Education Initiatives, Computer Science Education, Computer Science Education Initiatives, 21 st Century K-12 STEM Education Reform, 21st Century Digital Literacies, High-Tech Innovative Problem-Solving Skills, 21st Century Digital Workforce, Standardized Testing, Foreign Language and Culture Studies, Utica College, Professor Chris Riddell.

The Hunger Project: Exercising Civic Leadership "with" the Community "for" the Common Good in an Introductory Leadership Course

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Priest, Kerry L.; Bauer, Tamara; Fine, Leigh E.

2015-01-01

Contemporary trends in leadership education emphasize paradigms of learning and educational practices associated with developing responsible citizens, furthering higher education's civic mission. Yet, few introductory leadership courses include an explicit civic component (Johnson & Woodard, 2014). Service-learning is a high-impact practice…

Civics and Citizenship Education: historical and comparative reflections

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Barbara Leigh

2004-06-01

Full Text Available Dalam sejarah panjang dunia ini civics dan pendidikan kewarganegaraan di sekolah merupakan fenomena yang relatif baru. Ada dua faktor yang mengarahkan hal ini. Pertama adalah pertumbuhan negara-bangsa dan kedua adalah diperkenalkannya pendidikan untuk massa. Negara bangsa muncul di seluruh dunia dalam jumlah yang besar setelah akhir perang dunia kedua pada pertengahan abad ke dua puluh. Kekuasaan kolonial telah ditentang dan pergerakan kemerdekaan dilakukan atau mencapai kemerdekaan. Di Afrika, Amerika Latin, dan Asia ada peningkatan di sejumlah negara merdeka. Sebagian terbesar menjalankan bentuk pemerintahan demokratis. Mereka melaksanakan pemilu dan memiliki badan perwakilan. Semuanya memperkenalkan beberapa bentuk persekolahan bagi kebanyakan penduduk. Artikel ini membahas sejarah pendidikan yang didukung oleh negara di eropa. Di dalam konteks itu, dibahas civics dan pendidikan kewarganegaraan di Sekolah abad ke dua puluh satu dengan kemungkinan implikasinya bagi Pendidikan Kewarganegaraan di Indonesia.

K-12 Mathematics and the Web

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Glazer, Evan

2005-01-01

The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…

The Role of Online Games in Promoting Young Adults' Civic Engagement

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Themistokleous, Sotiris; Avraamidou, Lucy

2016-01-01

In this review, we present an argument for the need to support young adult's civic engagement and we explore the role of online games in supporting such engagement. In doing so, in the first section of the paper, we offer a definition for civic education and citizenship alongside a discussion for the pedagogical frameworks that better support…

Pre-Planning Civic Action: An Analysis of Civic Leaders' Problem Solving Strategies

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Fitzgerald, Jason

2016-01-01

This study explores the civic thinking heuristics that civic leaders use when pre-planning action. Across eight think-aloud protocols, findings suggest that three heuristics are employed. "Frame alignment" refers to the process of harmonizing personal beliefs and interests with the particulars of a civic action issue to find personal…

Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program

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Briana M. Hinga

2010-09-01

Full Text Available First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs. CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01, civic responsibility (p < .01 and empowerment (p < .05 than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01 and academic engagement (p < .01 than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.

From Receivers of Service to Givers of Service: Promoting Civic Engagement in Youth from Disadvantaged Circumstances

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Jones, Denisha

2013-01-01

Youth civic engagement has been an important topic for educators, policy makers, community leaders, and parents with many voicing concerns over a growing decrease in youth civic engagement. Youth civic engagement is often defined by engagement with politics and or the local community through volunteering or service-learning. Youth from…

Using Classroom Recordings in Educational History Research. An East German Civics Lesson

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Jehle, May; Blessing, Benita

2014-01-01

Students learned in civics lessons in the German Democratic Republic (GDR, or East Germany) that their socialist society uniquely guaranteed all individuals the right to work, and that, as good socialists, they had the duty to take on socially meaningful work. Using the example of a video recording of an East German civics lesson and its…

How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

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Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

2015-01-01

Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

Increasing Communities Capacity to Effectively Address Climate Change Through Education, Civic Engagement and Workforce Development

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Niepold, F., III; Ledley, T. S.; Stanton, C.; Fraser, J.; Scowcroft, G. A.

2017-12-01

Understanding the causes, effects, risks, and developing the social will and skills for responses to global change is a major challenge of the 21st century that requires coordinated contributions from the sciences, social sciences, humanities, arts, and beyond. There have been many effective efforts to implement climate change education, civic engagement and related workforce development programs focused on a multitude of audiences, topics and in multiple regions. This talk will focus on how comprehensive educational efforts across our communities are needed to support cities and their primary industries as they prepare for, and embrace, a low-carbon economy and develop the related workforce.While challenges still exist in identifying and coordinating all stakeholders, managing and leveraging resources, and resourcing and scaling effective programs to increase impact and reach, climate and energy literacy leaders have developed initiatives with broad input to identify the understandings and structures for climate literacy collective impact and to develop regional/metropolitan strategy that focuses its collective impact efforts on local climate issues, impacts and opportunities. This Climate Literacy initiative envisions education as a central strategy for community's civic actions in the coming decades by key leaders who have the potential to foster the effective and innovative strategies that will enable their communities to seize opportunity and prosperity in a post-carbon and resilient future. This talk discusses the advances and collaborations in the Climate Change Education community over the last decade by U.S. federal and non-profit organization that have been made possible through the partnerships of the Climate Literacy & Energy Awareness Network (CLEAN), U.S. National Science Foundation funded Climate Change Education Partnership (CCEP) Alliance, and the Tri-Agency Climate Change Education Collaborative.

PEMBUDAYAAN DEMOKRASI DI PESANTREN DALAM MENGEMBANGKAN CIVIC DISPOSITION SANTRI

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Supangat Supangat

2017-06-01

Full Text Available Abstract: This article is motivated by issues attitude and character of citizenship among the younger generation which is very alarming. The understanding of democracy that one result of excessive democratic freedoms. Disorientation attitude and character citizenship (civic disposition experienced by almost all elements of the nation thus eliminating the identity of the nation and much of the value-milai democracy. Pesantren Daarut Tauhid as modern schools also provide planting of democratic values among his students. The data were taken with the study documentation, observations, interviews, and the active participation of researchers in the field. The results of this study found: democracy education should be introduced in educational institutions schools, for boarding institutions are educational institutions which make the process of developing the potential of learners (students. Through the process of democratic education will produce a democratic man.For students develop civic disposition, pendidikkan process conducted in schools in various ways; 1 exemplary; 2 exercise and habituation; 3 educate through ibrah (taking lessons; 4 educate through mauidzah (advice; 5 educate through discipline; and 6 educate targib wa tahzid (inducements and threats   Abstrak: Artikel ini dilatarbelakangi oleh persoalan sikap dan watak kewarganegaran di kalangan generasi muda yang sangat memprihatinkan. Pemahaman terhadap demokrasi yang salah mengakibatkan kebebasan berdemokrasi yang kebablasan. Disorientasi sikap dan watak kewarganegaraan (civic disposition hampir dialami oleh seluruh elemen bangsa sehingga menghilangkan jati diri anak bangsa dan jauh dari nilai-milai demokrasi. Pesantren Daarut Tauhid sebagai pesantren modern juga memberikan penanaman nilai-nilai demokrasi dikalangan para santrinya. Data dalam penelitian ini diambil dengan studi dokumentasi, observasi, wawancara, dan partisipasi aktif peneliti dilapangan. Hasil dari penelitian ini

Enriching K-12 Science and Mathematics Education Using LEGOs

Science.gov (United States)

Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

2012-01-01

This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

Teaching and Learning about Complex Systems in K-12 Science Education: A Review of Empirical Studies 1995-2015

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Yoon, Susan A.; Goh, Sao-Ee; Park, Miyoung

2018-01-01

The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K-12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75…

Perceptions and Experiences of K-12 Educational Leaders in Response to the 27 April 2011 Tornadoes

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Bishop, William E.; Fifolt, Matthew; Peters, Gary B.; Gurley, D. Keith; Collins, Loucrecia

2015-01-01

The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised…

A Review of Research on Content-Based Foreign/Second Language Education in US K-12 Contexts

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Tedick, Diane J.; Wesely, Pamela M.

2015-01-01

This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI…

The Green Pages: Environmental Education Activities K-12.

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Clearing, 1990

1990-01-01

Presented are 37 environmental science activities for students in grades K-12. Topics include water pollution, glaciers, protective coloration, shapes in nature, environmental impacts, recycling, creative writing, litter, shapes found in nature, color, rain cycle, waste management, plastics, energy, pH, landfills, runoff, watersheds,…

The Risks We Are Willing to Take: Youth Civic Development in "Postwar" Guatemala

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Bellino, Michelle J.

2015-01-01

In this article, Michelle J. Bellino explores contrasting approaches to civic education in two rural schools serving indigenous Maya youth in post-civil war Guatemala. Through comparative ethnography, she examines how youth civic pathways intersect with legacies of authoritarianism while young people shape their identity as members of historically…

Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States

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Coley, Richard J.; Sum, Andrew

2012-01-01

As the 21st century unfolds, the United States faces historic challenges, including a struggling economy, an aging infrastructure and global terrorism. Solutions will have to come from educated, skilled citizens who understand and believe in our democratic system and are civically engaged. This incisive new report examines these fault lines and…

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

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Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

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Chabalengula, Vivien M.; Mumba, Frackson

2017-11-01

The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

Civic communities and urban violence.

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Doucet, Jessica M; Lee, Matthew R

2015-07-01

Civic communities have a spirit of entrepreneurialism, a locally invested population and an institutional structure fostering civic engagement. Prior research, mainly confined to studying rural communities and fairly large geographic areas, has demonstrated that civic communities have lower rates of violence. The current study analyzes the associations between the components of civic communities and homicide rates for New Orleans neighborhoods (census tracts) in the years following Hurricane Katrina. Results from negative binomial regression models adjusting for spatial autocorrelation reveal that community homicide rates are lower where an entrepreneurial business climate is more pronounced and where there is more local investment. Additionally, an interaction between the availability of civic institutions and resource disadvantage reveals that the protective effects of civic institutions are only evident in disadvantaged communities. Copyright © 2015 Elsevier Inc. All rights reserved.

Implementation of the K-12 NREN: Equity, Access, and a Trojan Horse.

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Hodas, Steven

The proposed deployment of the National Research and Education Network (NREN) offers an unprecedented opportunity for shaping a new expression of civic and pedagogical culture. It can be a positive force for change or a regressive distribution of resources and influence to those already most in possession of them. To prepare for the NREN, the…

Young James Madison: His Character and Civic Values.

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Bennett, William J.

1987-01-01

Examines the life of James Madison, Founding Father and "theoretic statesman." Focuses specifically on Madison's education and character, his friendship with Thomas Jefferson, and his civic legacy: a selfless devotion to republican government and union. (JDH)

Examining Developmental Transitions in Civic Engagement across Adolescence: Evidence from a National U.S. Sample

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Wray-Lake, Laura; Rote, Wendy M.; Benavides, Celina M.; Victorino, Christine

2014-01-01

Describing how much and what type(s) of change are evident in civic engagement across adolescence is a fundamental starting point for advancing developmental theory in the civic domain. Using five annual waves of data from a large national U.S. sample spanning 8th-12th grades, our study describes civic engagement typologies and transitions in and…

Enhancing youth potential through Civic Service: ethical reflections arising from a geo-educational project

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Rubbia, Giuliana

2015-04-01

Different forms of Civic Service are present in Europe. The National Civic Service (SCN) of Italy started, with a law, as an alternative to military service in 2001. It was conceived as an opportunity to people from 18 to 28 years, the volunteers, who intend to grow in social, civic, cultural and professional dimensions while performing experiences of social solidarity, national and international cooperation, protection and preservation of national heritage. Each accredited organization, which hosts SCN projects, signs up an ethical charter, regulating relationships between volunteers and the hosting organization. Summarizing, the organization must be aware 1)of putting into effect a law aimed to involve young generations in homeland defense with non violent means through services of social utility; 2) that the Civic Service wants young people to spend one year of their life in a critical phase in which they reach the responsibilities of adults; 3) that adopted working method is learning by doing, working with tutors having to increase skills and exploit the full potential of volunteers; 4) of recognizing the volunteers' right to work to reach the project's objectives, and not only for the benefits of the hosting organization; 5) that volunteers should work with well defined procedures, clear since the beginning; 6) of requiring from volunteers their full commitment to learn and responsibly participate to project's activities as well as to fully express and increase their expertise, skills and personal resources. Ethical implications emerged during an ongoing Earth Sciences education project funded by SCN and involving young volunteers at Istituto Nazionale di Geofisica e Vulcanologia (INGV). According to SCN's ethical charter, in this case the challenge is to welcome a group of young people in a public research organization, and to integrate them in the limited time lapse of one year. The European Charter for Researchers came as a valuable help. Its principles

Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior, and Civic Engagement in the United States. Highlights

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Coley, Richard J.; Sum, Andrew

2012-01-01

As the 21st century unfolds, the United States faces historic challenges, including a struggling economy, an aging infrastructure and global terrorism. Solutions will have to come from educated, skilled citizens who understand and believe in our democratic system and are civically engaged. This incisive new report examines these fault lines and…

VISL: A Virtual Ice Sheet Laboratory For Outreach and K-12 Education

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Cheng, D. L. C.; Halkides, D. J.; Larour, E. Y.; Moore, J.; Dunn, S.; Perez, G.

2015-12-01

We present an update on our developing Virtual Ice Sheet Laboratory (VISL). Geared to K-12 classrooms and the general public, VISL's main goal is to improve climate literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. VISL will allow users to perform guided experiments using the Ice Sheet System Model (ISSM), a state-of-the-art ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine that simulates the near-term evolution of the ice sheets on Greenland and Antarctica. VISL users will access ISSM via a graphical interface that can be launched from a web browser on a computer, tablet or smart phone. Users select climate conditions and run time by moving graphic sliders then watch how a given region evolves in time under those conditions. Lesson plans will include conceptual background, instructions for table top experiments related to the concepts addressed in a given lesson, and a guide for performing model experiments and interpreting their results. Activities with different degrees of complexity will aim for consistency with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12), although they will not be labeled as such to encourage a broad user base. Activities will emphasize the development of physical intuition and critical thinking skills, understanding conceptual and computational models, as well as observation recording, concept articulation, hypothesis formulation and testing, and mathematical analysis. At our present phase of development, we seek input from the greater science education and outreach communities regarding VISL's planned content, as well as additional features and topic areas that educators and students would find useful.

Civic Republican Social Justice and the Case of State Grammar Schools in England

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Peterson, Andrew

2018-01-01

The aim of this paper is to consider the ways in which civic republican theory can provide a meaningful and useful account of social justice, one that is which holds resonance for educational debates. Recognising the need for educationalists interested in civic republicanism to pay greater attention to ideas of justice--and in particular social…

A Vision in Aeronautics: The K-12 Wind Tunnel Project

Science.gov (United States)

1997-01-01

A Vision in Aeronautics, a project within the NASA Lewis Research Center's Information Infrastructure Technologies and Applications (IITA) K-12 Program, employs small-scale, subsonic wind tunnels to inspire students to explore the world of aeronautics and computers. Recently, two educational K-12 wind tunnels were built in the Cleveland area. During the 1995-1996 school year, preliminary testing occurred in both tunnels.

Comparative Perspectives on Political Socialization and Civic Education.

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Torney-Purta, Judith

2000-01-01

Four books, published 1997-99, draw on diverse disciplines in 18 countries to examine the meaning of civic identity and the contributions of formal and informal institutions to it during late childhood and adolescence. The books move beyond a narrow view of outcomes and inputs of political socialization to encompass activist social movements and…

The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

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Sertich, Sally Krause

2013-01-01

This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

76 FR 9760 - Presidential Academies for Teaching of American History and Civics; Office of Innovation and...

Science.gov (United States)

2011-02-22

... for Teaching of American History and Civics (Presidential Academies) that offer workshops for both... DEPARTMENT OF EDUCATION Presidential Academies for Teaching of American History and Civics; Office of Innovation and Improvement; Overview Information; Presidential Academies for Teaching of American...

Assessing the Impact of a Statewide STEM Investment on K-12, Higher Education, and Business/Community STEM Awareness over Time

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Sondergeld, Toni A.; Johnson, Carla C.; Walten, Janet B.

2016-01-01

Despite monetary and educational investments in science, technology, engineering, and mathematics (STEM) being at record high levels, little attention has been devoted to generating a common understanding of STEM. In addition, working with business, K-12 schools, and/or institutions of higher education to establish a grassroots effort to help…

From Global Knowledge to Global Civic Engagement

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Lorenzini, Michelle

2013-01-01

In this article, I argue that student learning is enhanced when civic engagement is a component of international education initiatives. When only presented with knowledge about global challenges, students can become frustrated and overwhelmed unless they also understand how they might contribute to solutions. Political science programs are…

Energy Retrofit for Aging K-12 Schools.

Science.gov (United States)

3D/International, Houston, TX.

Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

Teacher Perception of Barriers and Benefits in K-12 Technology Usage

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Carver, Lin B.

2016-01-01

This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected…

Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms

Directory of Open Access Journals (Sweden)

Adolph Delgado

2015-09-01

Full Text Available There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

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Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

Approaching "The Civic Mission of Schools": Examining Adolescent Civic Engagement in an Alternative Learning Environment

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Broome, John P.

2011-01-01

The purpose of the study was to examine students' expected and observable civic engagement in a Montessori Erdkinder-based middle school classroom. Research questions included: (a) In what ways is civic engagement addressed in the Montessori Erdkinder-based middle school explicit curriculum? (b) How does the expected civic engagement in the…

Prioritization of K-12 World Language Education in the United States: State Requirements for High School Graduation

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O'Rourke, Polly; Zhou, Qian; Rottman, Isaac

2016-01-01

In view of the importance of increasing multilingualism in the United States, the current study examined state policy for high school graduation requirements in the 50 states and the District of Columbia as an index of the way in which the study of world language is positioned and prioritized in K--12 education. Only seven states require the study…

"It's Worth Our Time": A Model of Culturally and Linguistically Supportive Professional Development for K-12 STEM Educators

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Hudley, Anne H. Charity; Mallinson, Christine

2017-01-01

Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural…

Schooling Teachers, Schooling Ourselves: Insights and Reflections from Teaching K-12 Teachers How to Use Hip-Hop to Educate Students

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Irby, Decoteau J.; Hall, H. Bernard; Hill, Marc L.

2013-01-01

Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE…

Educating for Active Citizenship: Service-Learning, School-Based Service and Youth Civic Engagement. Youth Helping America Series

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Spring, Kimberly; Dietz, Nathan; Grimm, Robert, Jr.

2006-01-01

This brief is the second in the Youth Helping America Series, a series of reports based on data from the Youth Volunteering and Civic Engagement Survey, a national survey of 3,178 American youth between the ages of 12 and 18 that was conducted by the Corporation for National and Community Service in 2005 in collaboration with the U.S. Census…

High School Teachers' Identities: Constructing Civic Selves

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Obenchain, Kathryn M.; Balkute, Asta; Vaughn, Erin; White, Shannon

2016-01-01

Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual's civic…

Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation

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Olson, Steve

2017-01-01

Engineering is a small but growing part of K-12 education. Curricula that use the principles and practices of engineering are providing opportunities for elementary, middle, and high school students to design solutions to problems of immediate practical and societal importance. Professional development programs are showing teachers how to use…

K-12 Marketplace Sees Major Flow of Venture Capital

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Ash, Katie

2012-01-01

The flow of venture capital into the K-12 education market has exploded over the past year, reaching its highest transaction values in a decade in 2011, industry observers say. They attribute that rise to such factors as a heightened interest in educational technology; the decreasing cost of electronic devices such as tablet computers, laptops,…

An Organization of the Theoretical Perspectives in the Field of Civic and Political Participation: Contributions to Citizenship Education

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Ribeiro, Norberto; Neves, Tiago; Menezes, Isabel

2017-01-01

This article provides a review of the theoretical perspectives on civic and political participation. Four distinct views were identified in the literature: (a) The orthodox view: "Civic and political participation are always positive"; (b) The broad view: "Civic and political participation are multidimensional"; (c) The…

Is economics coursework, or majoring in economics, associated with different civic behaviors?

OpenAIRE

Sam Allgood; William Bosshardt; Wilbert Van der Klaauw; Michael Watts

2010-01-01

Studies regularly link levels of educational attainment to civic behavior and attitudes, but only a few investigate the role played by specific coursework. Using data collected from students who attended one of four public universities in our study, we investigate the relationship between economics coursework and civic behavior after graduation. Drawing from large samples of students in economics, business, or general majors, we compare responses across the three groups and by the number of u...

Civic Engagement and the Arts and Humanities: An Australian Perspective

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Jones, Adrian

2015-01-01

An Australian scholar in the Arts and Humanities responds to recent US models emphasizing civic-engaged learning as a way to renew the humanities in undergraduate education. Policy contexts and curriculum initiatives of kindred trends in recent Australian undergraduate education in the humanities are contrasted in this essay. The Australian…

The Kids are All Right? Income Inequality and Civic Engagement among Our Nation's Youth.

Science.gov (United States)

Godfrey, Erin B; Cherng, Hua-Yu Sebastian

2016-11-01

Prior work suggests that income inequality depresses civic participation among adults. However, associations between income inequality and youth civic engagement have not been assessed. This is true despite evidence that other features of communities influence youth civic development. To fill the gap, we examine associations between county-level income inequality and civic engagement among a nationally representative sample of 12,240 15-year-olds (50 % female). We find opposite patterns than those suggested by the adult literature. Higher county-level income inequality is associated with slightly more civic engagement (greater importance of helping others, higher rates of volunteering often), and this is particularly true for low-socioeconomic status and racial/ethnic minority youth. Potential developmental and structural explanations for these differences are offered. In addition, practical implications of these findings are drawn, and future research directions for scholars studying youth are proposed.

Dance in K through 12 Basic Education: adequacy of contemporary practices in dance teaching

Directory of Open Access Journals (Sweden)

Josiane Gisela Franken

2014-09-01

Full Text Available This article focuses on dance teaching in K-12 basic education from a reflection about the relevant adoption of elements from post 1950’s artistic movement on dancing creative processes in a dialogue with authors as Hassan (1985, Silva (2005, and Rengel (2008. On this perspective, changes on dance teaching and learning practical attitudes are considered, resulting from postmodern dance transformations, such as: the reformulation of body concept, the conception of dance as a democratic, collective, and creative process and the progressively narrowed bounds between school artistic approaches and art forms developed outside of the school environment

Educating for What Kind of Democracy? Examining the Potential of Educating for Participatory Democracy with a Case Study of Drexel University's First-Year Civic Engagement Program

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Bartch, Catherine E. M.

2016-01-01

Youth today are participating in political and civic life in new and emerging ways--some positive and some negative--but there is scant evidence that these new forms of engagement spawn enduring forms of participation to enhance democratization at all levels in society. How, then, do we educate for democracy and for what type of democracy,…

Civic Engagement and Associationalism

DEFF Research Database (Denmark)

Alexander, Damon Timothy; Barraket, Jo; Lewis, Jenny

2012-01-01

use a large survey to explore these questions empirically by focusing on the membership patterns and civic engagement practices of 4,001 citizens drawn from eight suburbs across Greater Melbourne, Australia. Our findings indicate that, while associational intensity is positively related to civic...

Cultural Transmission of Civicness

DEFF Research Database (Denmark)

Ljunge, Jan Martin

2012-01-01

This paper estimates the intergeneration transmission of civicness by studying second generation immigrants in 29 European countries with ancestry in 83 nations. There is significant transmission of civicness both on the mother’s and the father’s side. The estimates are quantitatively significant...

Cultural Transmission of Civicness

DEFF Research Database (Denmark)

Ljunge, Jan Martin

This paper estimates the intergeneration transmission of civicness by studying second generation immigrants in 29 European countries with ancestry in 83 nations. There is significant transmission of civicness both on the mother’s and the father’s side. The estimates are quantitatively significant...

The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

Science.gov (United States)

Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

2003-12-01

The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

Educational Research in the United States: A Survey of Pre-K-12 Teachers' Perceptions Regarding the Purpose, Conceptions, Use, Impact, and Dissemination

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Mahoney, Shawn

2013-01-01

The purpose of this survey study was to collect data from pre-K-12 educators in the U.S. regarding their perceptions of the purpose, conceptions, use, impact, and results of educational research. The survey tool was based on existing questionnaires and case studies in the literature, as well as newly developed items. 3,908 educators in a database…

Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

Science.gov (United States)

Holzer, M. A.; National Earth Science Teachers Association

2011-12-01

Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

臺灣公民教育的民主性之內容分析：以高中公民課程為例The Content Analysis of Taiwan Democratic Civic Education: A Case Study on the High School Civics

Directory of Open Access Journals (Sweden)

劉姝言 Shuian Liou

2006-09-01

Full Text Available 民主的公民教育是政治社會化的機制，必須涵蓋法治政治的核心價值與社會統合之機制，同時二者之間具有邏輯一致性，才能達成公民教育的目標。本文首先從探討民主政治的核心價值出發，探討其運作原則。由民主的核心價值與公共規範作為公民教育的內涵，其實踐則仰賴民主政治社的重要關鍵——公共理性，其為討論公民教育模式的重要依據。民主的公民教育應涵養未來公民作道德的、價值的與可實踐決定之能力，而非二分為社會科學知識的傳遞或道德教條的灌輸，這個目標的達成必須檢視學校可否成為「民主的公共領域」，透過對於課程內涵與組織發展的模式，檢視公民教育的成功與否。本文期待透過對於現有課程的分析，作為未來課程檢討、修正與發展的依據。 Democratic civic education is the mechanism of political-socialization. To reach the goal, the curriculum must include the core values and social integration of democratic politics; meanwhile, there must be a logical relationship between these two key elements. This study begins with the discussion on the core values and the fundamentals of democracy. Furthermore, it states that democratic fundamentals construct the curriculum for Civics and that the practice of civic education depends on public reason, which is essential for civic education. Finally, it argues that Civics is not the teaching of social science knowledge or the indoctrination of a moral creed. Instead, the course should aim to develop future citizens’ competence in making ethical and practical decisions. To achieve this ultimate goal, it is necessary to check if school is a“democratic public sphere.＂Through analyzing the content and the format of the current curriculum, the researcher hopes to provide insightful guidelines for the evaluation, modification or development of the future Civics

Building Capacity for Civic Learning and Engagement: An Emerging Infrastructure in the Academic Arts and Humanities in the United States

Science.gov (United States)

Heiland, Donna; Huber, Mary Taylor

2015-01-01

American higher education has always articulated a civic mission as part of its purpose: colleges and universities educate students for life in a democratic society and provide that society with citizens who ensure that it thrives in turn. This essay maps the development of a national infrastructure for civic learning and engagement in American…

Segregation and civic virtue

NARCIS (Netherlands)

Merry, M.S.

2012-01-01

In this essay Michael Merry defends the following prima facie argument: that civic virtue is not dependent on integration and in fact may be best fostered under conditions of segregation. He demonstrates that civic virtue can and does take place under conditions of involuntary segregation, but that

Civic Innovation & American Democracy.

Science.gov (United States)

Sirianni, Carmen; Friedland, Lewis

1997-01-01

Argues that American democracy is at a critical stage of development, with declining trust in government, citizens feeling displaced by a professional political class, derailed public interest, and policy that limits citizen deliberation and responsibility. Some instances of civic innovation, community organization, civic journalism, and efforts…

The State of College Debate According to a Survey of Its Coaches: Data to Ground the Discussion of Debate and Civic Engagement

Science.gov (United States)

Hlavacik, Mark; Lain, Brian; Ivanovic, Matea; Ontiveros-Kersch, Brian

2016-01-01

In 2015, prominent figures from the debate community gathered at Penn State for a Conference on Speech and Debate as Civic Education. Convened in response to a perceived decline in debate's contributions to civic education, the conference also aimed to start a conversation about the future of debate education. Although a great deal can be learned…

How Do We Assess Civic Attitudes Toward Equal Rights? Data and Methodology

NARCIS (Netherlands)

Sandoval-Hernández, Andrés; Miranda, Daniel; Isac, Maria Magdalena; Sandoval-Hernández, Andrés; Isac, Maria Magdalena; Miranda, Daniel

2018-01-01

Analyzing tolerance in youth may help educators to identify strategies to promote tolerance. This chapter describes the IEA’s International Civic and Citizenship Education Study (ICCS) 2009, outlining the main objectives of the survey and the assessment design. Specific variables were selected from

The Legacy Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-Based Academic Enrichment Program

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Didlick-Davis, Celeste R.

2016-01-01

This study examines how a grassroots educational enrichment program in a small urban economically depressed area builds and uses civic capacity. Using qualitative data collected through a case study of the Legacy Academic Enrichment program in Middletown, Ohio, I identify factors that make Legacy sustainable and successful in a community that has…

"It's the Worst Place to Live": Urban Youth and the Challenge of School-Based Civic Learning

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Rubin, Beth C.; Hayes, Brian; Benson, Keith

2009-01-01

One of the primary aims of education in the United States is to prepare youth to contribute to civic life in a democracy. Urban youth have daily school and community experiences with poverty, violence, and injustice that complicate their relationship with civic life. In this article the authors explore the ramifications of these experiences for…

The Delicate Balance between Research, Teaching and Outreach: A Case Study of Physicists in K-12 Education

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Leslie-Pelecky, Diandra

2003-04-01

Recent calls from a variety of sectors including some funding agencies and professional societies encourage physicists to take a more active interest in the education of K-12 students and their teachers. Although there are a broad range of possible activities, finding time to participate is always a challenge for the researcher. How does the busy physicist ensure that the time devoted to education or outreach activities produces meaningful results without adversely affecting his or her research program? Project Fulcrum, a NSF-funded program that teams science and math graduate students at the University of Nebraska-Lincoln with 4th -8th grade teachers in the Lincoln Public Schools, presents a case study of how research scientists can be meaningfully involved with K-12 education. Project Fulcrum's preliminary results indicate that the impact scientists have in the classroom goes far beyond providing expertise in physics, and turns out to be very different than originally anticipated. There are a wide variety of models for involvement in education and outreach that cover a broad span of time and energy commitments. Careful project choice, establishing administrative infrastructure, collaborating with other departments and colleges, and involving colleagues can optimize the impact-made-to-time-spent ratio. Challenges such as project evaluation, overcoming the negative attitudes of some physicists towards anything not related to research, and ensuring that participants get appropriate credit for their efforts will also be discussed. The conclusion will address the personal and professional rewards of involvement in education and outreach. This work is funded by the National Science Foundation (NSF-DGE0086358). The author wishes to acknowledge the contributions of co-PIs G. Buck, S. Kirby, R. Kirby and P. Dussault, and all of the Project Fulcrum Fellows and Teachers.

STEM professional volunteers in K-12 competition programs: Educator practices and impact on pedagogy

Science.gov (United States)

Zintgraff, Alfred Clifton

This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which practices were viewed as most important, and how practices related to constructivist pedagogy, all from the viewpoint of educators. The non-positivist approach sought new knowledge without pursuing generalized results. Review of the literature uncovered extensive anecdotal information about current practices, and suggested that large investments are made in engaging volunteers. One National Science Foundation-sponsored study was identified, and its recommendations for a sustained research agenda were advanced. Three study phases were performed, one to explore practices and operationalize definitions, a second to rate practice's importance and their relation to pedagogy, and a third to seek explanations. Educators preferred recruiting local, meaning recruiting parents and former students, versus from industry or other employers. Most educators preferred volunteers with mentoring skills, and placing them in direct contact with students, versus deploying volunteers to help with behind-the-scenes tasks supporting the educator. Relationships were identified between the highest-rated practices and constructivism in programs. In STEM professional volunteers, educators see affordances, in the same way a classroom tool opens affordances. A model is proposed which shows educators considering practicality, pedagogy, knowledge and skills, and rapport when accessing the affordances opened by STEM professional volunteers. Benefits are maximized when programs align with strong industry clusters in the community.

Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

Science.gov (United States)

Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

2003-12-01

The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

Chapter 8: The "Citizen" in Youth Civic Engagement

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Roholt, Ross VeLure; Hildreth, R. W.; Baizerman, Michael

2007-01-01

The concept of citizenship is a central, necessary, and defining feature of youth civic engagement. Any effort to educate young people for citizenship entails an implicit idea of what a "good citizen" is. There are a number of different and sometimes competing versions of what is a "good citizen." This chapter reviews "standard" accounts of…

Involving Practicing Scientists in K-12 Science Teacher Professional Development

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Bertram, K. B.

2011-12-01

The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

Science.gov (United States)

Underwood, Janice Bell

Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

NASA Education Activity Training (NEAT): Professional Development for Montana K-12 Teachers

Science.gov (United States)

Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.

2012-05-01

Piloted during the 2011-2012 academic year, the NASA Education Activity Training (NEAT) teacher workshop program has introduced five solar astronomy and space weather activities to over forty Montana K-12 teachers. Because many Montana schools are geographically isolated (40% of Montana students live more than 50 miles from a city) and/or serve traditionally underrepresented groups (primarily Native Americans), professional development for teachers can be costly and time consuming. However, with funding shared by the Atmospheric Imaging Assembly EPO team and the Montana Space Grant Consortium, graduate student specialists are able to host the two-hour NEAT workshops on-site at the schools free of charge, and participating teachers earn two continuing education credits. Leveraging the existing catalogue of research-based NASA activities, the featured NEAT activities were chosen for their ease-of-use and applicability to Montana science standards. These include three advanced activities for older students, such as a paper plate activity for the June 5th, 2012 Transit of Venus, Kinesthetic Astronomy, and the Herschel Infrared experiment, along with two simpler activities for the younger students, such as Solar Cookies and the Electromagnetic War card game. Feedback surveys show that NEAT workshop participants were interested and engaged in the activities and planned on using the activities in their classrooms. With such positive responses, the NEAT program has been a huge success and can serve as a model for other institutions looking to increase their space public outreach and education.

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

Science.gov (United States)

Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

2017-01-01

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

Education for a Green and Resilient Economy: An Educator Framework for Teaching Climate and Energy Literacy for K-12 Teachers Across the Curriculum

Science.gov (United States)

Niepold, F., III; Ledley, T. S.; Lockwood, J.; Youngman, E.; Manning, C. L. B.; Sullivan, S. M.

2015-12-01

The U.S. is embarking on a major transition to a green and resilient economy, a monumental change requiring all sectors and segments of the population to pull together. Transforming our nation's economic, energy, and environmental systems to in this way will require a sustained level of expertise, innovation, and cooperative effort unseen since the 1940s to meet the challenges involved. Education can - and must - help people understand the true connections, the linkages and interdependencies, between the environment, our energy sources and the economy which underpin and form the very foundation of the concept of a green and resilient economy. To produce such a literate future workforce and citizenry, the United States will need to make major new investments in our educational systems. Teachers across the nation are helping to increase science-based understanding and awareness of current and future climate change, enhancing climate and energy literacy in K-12 classrooms, on college and university campuses. There has been tremendous progress to date, but there is still more work to be done. The new academic standards in mathematics and science (the Common Core State Standards in Mathematics and the Next Generation Science Standards (NGSS)) represent a sea change from the nation's previous sets of standards. Addressing these standards in the currently over 40 percent of the nation's classrooms that have adopted or adapted the NGSS will demand that we prepare new and current teachers, who can effectively address the interdisciplinary nature of climate change and societal responses. To address this opportunity and need a collaboration between NOAA, TERC and CIRES has been established to develop an Educator Framework for Teaching Climate and Energy Literacy for K-12 teachers across the curriculum based on the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This collaboration is developing an effective way to frame the use of

The Varieties of Adult Civic Engagement in Adult Learning

Science.gov (United States)

Munoz, Linda; Wrigley, Heide Spruck

2012-01-01

Civic engagement, or the practice of democratic deliberation in adult education and learning, asks that adults use their experiences to cooperatively build solutions to the difficult social, economic, and political problems that affect their lives and communities now and into the future. The articles presented in this issue look at the…

The landscape of PreK-12 engineering online resources for teachers: global trends

OpenAIRE

Bagiati, Aikaterini; Evangelou, Demetra; Magana, Alejandra; Kaloustian, Garene; Zhu, Jiabin; Yoon, So Yoon

2014-01-01

Background: The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and ped...

Doing Well and Doing Good: Community Colleges and the Civic Engagement Movement

Science.gov (United States)

Albert, Louis S.

2004-01-01

When college students find ways to combine education for productive work with education for responsible citizenship, the balance between workplace productivity and civic engagement provides both financial rewards and a deep sense of satisfaction associated with contributing to the vitality of the communities where they work and live. This is…

Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

Science.gov (United States)

Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

2017-01-01

Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

Battling Obesity in K-12 Learners from an Exercise Physiology Perspective

Science.gov (United States)

Rattigan, Peter; Biren, Greg

2007-01-01

Physical education practitioners and programs have the opportunity and obligation to help children become physically educated, healthy, and active adults. This article discusses the battle against obesity in K-12 learners from an exercise physiology perspective and focuses on the fact that practitioners have all the tools they need to battle this…

Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

Science.gov (United States)

Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

2014-01-01

A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

Science.gov (United States)

Luetkemeyer, Jennifer R.

2016-01-01

Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

Restrictive Citizenship: Civic-Oriented Service-Learning Opportunities for All Students

Science.gov (United States)

Mann, Jay A.; Dymond, Stacy K.; Bonati, Michelle L.; Neeper, Lance S.

2015-01-01

Citizenship education that uses service-learning continues to be implemented in a manner that may restrict many students from full, meaningful participation. The authors contend that much of the literature on civic-oriented service-learning unnecessarily positions successful projects at the extremes: (a) political socialization versus civic…

Internal Revolutions: Auto-Ethnography as a Method for Faculty Who Prepare K-12 Educators and Leaders at Hispanic Serving Institutions

Science.gov (United States)

Aguilar, Israel

2017-01-01

This article reinforces the use of research for faculty who prepare K-12 educators and leaders for social justice. The author conceptualizes auto-ethnography as a form of professional development and maintains that faculty must first experience an internal revolution before they can expect to model it, especially in a Hispanic Serving Institution…

A Case for Cautious Optimism? Active Citizenship and the Australian Civics and Citizenship Curriculum

Science.gov (United States)

Peterson, Andrew; Bentley, Brendan

2017-01-01

In late 2013 a new curriculum for Civics and Citizenship education was published by the Australian Curriculum and Assessment Reporting Authority for use in Australian schools. In line with previous curricular initiatives concerning education for citizenship in Australia a key rationale behind the new subject is the education of "active…

Children’s Civic Engagement in the Scratch Online Community

Directory of Open Access Journals (Sweden)

Ricarose Roque

2016-09-01

Full Text Available In public discourse, and in the governance of online communities, young people are often denied agency. Children are frequently considered objects to protect, safeguard, and manage. Yet as children go online from very early ages, they develop emergent forms of civic and political engagement. Children appropriate the affordances of digital platforms in order to discuss, connect, and act with their peers and in their communities. In this paper, we analyze civic engagement in Scratch Online, a creative community where children from around the world learn programming by designing and sharing interactive media projects. We explore the ways that young Scratch community members connect with issues of global importance, as well as with local topics and questions of community governance. We develop a typology of the strategies they use to express themselves, engage with their peers, and call for action. We then analyze the reaction of the community, including other Scratch members and adult moderators, and draw key lessons from these examples in order to describe guidelines for educators and designers who would like to support children’s rights to civic engagement in online learning environments.

Effects of Civic Education on Women’s Political Participation in Gatanga Ward in Gatanga Constituency, Murang’a County- Kenya

OpenAIRE

Anthony Kamau Wainana; Guantai Mboroki

2013-01-01

Kenyan women comprise 52 percent of the population (according to 2009 national census) and 60 percent of the country's registered voters but are represented in very limited numbers as elected officials. The dominance of patriarchic structures in Kenyan politics and society is well illustrated by the low number of women among the members of parliament. This paper examines the effects of civic education (CE) on women’s political participation in Gatanga Ward in Gatanga Constituency in Murang’a ...

GIS in the K-12 Classroom: Research Agenda from EDGIS '96

OpenAIRE

National Center for Geographic Information and Analysis; National Council for Geographic Education (NCGE); Technical Education Research Centers (TERC)

1996-01-01

This meeting of education researchers and teachers immediately followed the November 1996 Annual Meeting of the National Council for Geographic Education (NCGE) in Santa Barbara, California. Participants explored the issues facing the use of Geographic Information Systems (GIS) in the K-12 classroom and developed a research agenda related to Pedagogy Issues, Curriculum Issues, Software Issues, and Cognitive Issues.

The Effects of Academic Programs and Institutional Characteristics on Postgraduate Civic Engagement Behavior

Science.gov (United States)

Ishitani, Terry T.; McKitrick, Sean A.

2013-01-01

While monetary benefits from higher education are extensive, there appears to be an absence of empirical evidence on how higher education contributes to civic engagement behavior after college. This study investigated the relationship between college characteristics of students completing a bachelor's degree, such as academic programs and…

Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

Energy Technology Data Exchange (ETDEWEB)

Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

2017-09-29

Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

Private Ethics and Civic Virtue.

Science.gov (United States)

McDonald, Lee C.

The paper delineates areas to investigate when seeking information about political ethics in western society. The main purpose of the paper is to call attention to the relationship of civic virtue to communal politics. Specifically, five questions are posed and answered which deal with various aspects of civic virtue and its relationship to…

Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator.

Science.gov (United States)

Hoskins, Bryony; Saisana, Michaela; Villalba, Cynthia M H

This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms

Science.gov (United States)

Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2011-12-01

The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12 classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound

Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

Science.gov (United States)

Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

2005-01-01

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

Shaping Students' Civic Commitments: The Influence of College Cocurricular Involvement

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Trolian, Teniell L.; Barnhardt, Cassie L.

2017-01-01

Drawing on social capital theory, this study examines the extent to which several college cocurricular involvement experiences during college contribute to students' civic commitments toward social and political involvement at the end of college. Results are based on longitudinal data from the Wabash National Study of Liberal Arts Education and…

De los Derechos Humanos: Reimagining Civics in Bilingual & Bicultural Settings

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Gibson, Melissa Leigh

2017-01-01

Dominant approaches to teaching social studies often marginalize bilingual and bicultural students. This is particularly troubling because the explicit goal of the social studies is to cultivate civic participation. Educational inequalities are thus tied to political inequalities. In light of this, this article shares a narrative case study of the…

Warm and Supportive Parenting Can Discourage Offspring's Civic Engagement in the Transition to Adulthood.

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Pavlova, Maria K; Silbereisen, Rainer K; Ranta, Mette; Salmela-Aro, Katariina

2016-11-01

It is widely believed that warm and supportive parenting fosters all kinds of prosocial behaviors in the offspring, including civic engagement. However, accumulating international evidence suggests that the effects of family support on civic engagement may sometimes be negative. To address this apparent controversy, we identified several scenarios for the negative effects of supportive parenting on youth civic engagement and tested them using four waves of data from the Finnish Educational Transitions Studies. They followed 1549 students (55 % female) from late adolescence into young adulthood, included both maternal (n = 231) and offspring reports of parental support, and assessed civic engagement in young adulthood. Control variables included socioeconomic status, other sociodemographic indicators, church belonging, personality traits, and earlier civic engagement. Higher maternal warmth and support and a stronger identification with the parental family in adolescence predicted offspring's lower political activism up to 10 years later. Perceived parental support in young adulthood predicted lower volunteering 2 years later. There were no significant effects on general organizational involvement (e.g., in student and hobby associations). None of the a priori scenarios that we identified from the literature appeared to explain the pattern of results satisfactorily. We put forth cultural and life stage explanations of our findings.

The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Best Evidence Encyclopedia (BEE)

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Cheung, Alan C. K.; Slavin, Robert E.

2011-01-01

The use of educational technology in K-12 classrooms has been gaining tremendous momentum across the country since the 1990s. Many school districts have been investing heavily in various types of technology, such as computers, mobile devices, internet access, and interactive whiteboards. Almost all public schools have access to the internet and…

Making Americans: UNO Charter Schools and Civic Education. Policy Brief 6

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Feith, David

2013-01-01

This policy brief is the third in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. The UNO Charter School Network includes 13 schools serving some 6,500 students across Chicago. Located in predominantly Hispanic neighborhoods, the…

Global Trends in Civic and Citizenship Education: What are the Lessons for Nation States?

Directory of Open Access Journals (Sweden)

Kerry J. Kennedy

2012-06-01

Full Text Available Civic and citizenship education is a component of the school curriculum in all nation states. The form it takes, its purposes and the way in which it is implemented differs from jurisdiction to jurisdiction. The pressures of globalization in recent times have meant that citizenship has increasingly come to be seen in global terms brought about by processes such as transnational migration, the homogenization of cultural practices and the development of supranational groupings that often seem to challenge more local versions of citizenship. Despite these pressures, the key responsibility for citizenship continues to rest with nation states. This paper will review issues relating to a more globalized citizenship and outline the strategies that nation states might adopt to ensure they remain capable of creating an active and engaged citizenship.

Policy Debate Pedagogy: A Complementary Strategy for Civic and Political Engagement through Service-Learning

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Leek, Danielle R.

2016-01-01

National offices and organizations, such as the U.S. Department of Education and the Association of American Colleges & Universities, have called for higher education curriculum that better prepares students for lifelong civic engagement. Many institutions respond to this appeal by creating more service-learning opportunities for students.…

Action Plan for the Development of Civic Morality

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Chinese Education and Society, 2006

2006-01-01

This paper discusses the action plan for the development of civic morality. Here, the importance, substance, ideology and policy principles guiding the development of civic morality is elaborated. In order to strengthen the development of civic morality, it is a must to adapt to the requirements of the developing situation; seize good…

A State-Independent Education for Citizenship? Comparing Beliefs and Values Related to Civic and Moral Issues among Students in Swedish Mainstream and Steiner Waldorf Schools

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Dahlin, Bo

2010-01-01

In the wake of globalisation, multiculturalism, and the "marketisation" of schools the education-for-citizenship question in relation to state and independent schools seems increasingly relevant. This paper is based on a comparison of beliefs and values related to civic and moral issues among students in Swedish mainstream and Steiner…

Does misery love company? Civic engagement in economic hard times.

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Lim, Chaeyoon; Sander, Thomas

2013-01-01

We examine how economic hardship affects civic engagement. Using the Roper Political and Social Trends data, we show that the unemployed were less civically engaged throughout the period covered in the data (1973-1994). The gap in civic engagement between the employed and the unemployed is stable throughout the period. We find little evidence that national economic recession affects the overall level of civic engagement. We do find that higher state unemployment is positively related to political participation for both employed and unemployed residents, especially for political partisans. Finally, we find a strong and negative relationship between state-level income inequality and civic engagement. Our findings suggest that in terms of civic engagement: (1) the state-level economic context matters more than the national context; (2) economic recession may affect political and non-political civic participation differently; (3) economic inequality, rather than economic hardship, appears more negatively to impact civic engagement. Copyright © 2012 Elsevier Inc. All rights reserved.

Comparing Academic Library Spending with Public Libraries, Public K-12 Schools, Higher Education Public Institutions, and Public Hospitals between 1998-2008

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Regazzi, John J.

2012-01-01

This study compares the overall spending trends and patterns of growth of Academic Libraries with Public Libraries, K-12 schools, higher education institutions, and hospitals in the period of 1998 to 2008. Academic Libraries, while showing a growth of 13% over inflation for the period, far underperformed the growth of the other public institutions…

Genes, psychological traits and civic engagement

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Dawes, Christopher T.; Settle, Jaime E.; Loewen, Peter John; McGue, Matt; Iacono, William G.

2015-01-01

Civic engagement is a classic example of a collective action problem: while civic participation improves life in the community as a whole, it is individually costly and thus there is an incentive to free ride on the actions of others. Yet, we observe significant inter-individual variation in the degree to which people are in fact civically engaged. Early accounts reconciling the theoretical prediction with empirical reality focused either on variation in individuals’ material resources or their attitudes, but recent work has turned to genetic differences between individuals. We show an underlying genetic contribution to an index of civic engagement (0.41), as well as for the individual acts of engagement of volunteering for community or public service activities (0.33), regularly contributing to charitable causes (0.28) and voting in elections (0.27). There are closer genetic relationships between donating and the other two activities; volunteering and voting are not genetically correlated. Further, we show that most of the correlation between civic engagement and both positive emotionality and verbal IQ can be attributed to genes that affect both traits. These results enrich our understanding of the way in which genetic variation may influence the wide range of collective action problems that individuals face in modern community life. PMID:26503688

Makerspaces: The Next Iteration for Educational Technology in K-12 Schools

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Strycker, Jesse

2015-01-01

With the continually growing number of computers and mobile devices available in K-12 schools, the need is dwindling for dedicated computer labs and media centers. Some schools are starting to repurpose those facilities into different kinds of exploratory learning environments known as "makerspaces". This article discusses this next…

Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

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van de Werfhorst, Herman G.

2017-01-01

It is hardly disputed that educational institutions carry responsibility for the education of democratic citizens through the enhancement of civic and political engagement. Despite the wealth of studies on civic and citizenship education, scholars have not yet examined the relevance of national educational institutional factors. This study…

Devising a framework for energy education in Taiwan using the analytic hierarchy process

International Nuclear Information System (INIS)

Chen, Kuan-Li; Huang, Su-Han; Liu, Shiang-Yao

2013-01-01

Research has indicated that incorporating carbon reduction in the curriculum could improve awareness about energy conservation and related practices. Much research has been conducted on curriculum design and evaluation methods for energy education. However, a comprehensive view of the educational objectives for improving energy literacy is still lacking in these efforts. In this study, we propose a framework for energy education that clearly captures the concept of energy saving and carbon reduction by reviewing related literature and consulting an ad hoc panel of experts on energy and education. We then apply the analytic hierarchy process (AHP) to determine the indicators of the framework and their priority or weights. The results show that the dimensions of “civic responsibility for a sustainable society” and “low-carbon lifestyle” are considered most important as an energy educational goal. Among the indicators, “awareness and self-efficacy” and “identifying carbon-less technology and action plans” are ranked first and second. Application of this framework in K-12 curriculum and relevant educational issues are recommended. - Highlights: ► We propose a comprehensive framework for energy education that captures the concepts of “energy saving and carbon reduction”. ► We determine the conceptual indicators and their priority and weights. ► Civic responsibility for a sustainable society is the most important dimension as an education goal in the framework. ► Awareness and self-efficacy is the most important indicator as a curriculum objective

Vocational and Academic Education and Political Engagement: The Importance of the Educational Institutional Structure

NARCIS (Netherlands)

van de Werfhorst, H.G.

It is hardly disputed that educational institutions carry responsibility for the education of democratic citizens through the enhancement of civic and political engagement. Despite the wealth of studies on civic and citizenship education, scholars have not yet examined the relevance of national

On the use of Internet in promoting social virtues. Case study: Civic Parliament

Directory of Open Access Journals (Sweden)

Concepción NAVAL

2015-06-01

Full Text Available Citizen participation is essential for democracies to be viable, sustainable and healthy. But it is necessary to establish the appropriate channels for exercising it; and we can not fail to consider the fact that people live in an increasingly interconnected society, where the mass media are a key social resource and can play an important role in fostering critical thinking and active citizenship (Livingstone, 2004; Buckingham, 2007. We understand that to achieve this, from the field of civic education, digital spaces should be considered as privileged spaces for participation. In this paper we show the initiatives undertaken by the «Civic Parliament» project to provide online teaching materials to the teachers so they can raise in their students certain social virtues. The challenges in this order are diverse, we could highlight two: to promote participatory awareness in students, and to combine the technical, pedagogical and ethical-civic aspects of media use (Gonzálvez, 2012. 

Development of Problem Sets for K-12 and Engineering on Pharmaceutical Particulate Systems

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Savelski, Mariano J.; Slater, C. Stewart; Del Vecchio, Christopher A.; Kosteleski, Adrian J.; Wilson, Sarah A.

2010-01-01

Educational problem sets have been developed on structured organic particulate systems (SOPS) used in pharmaceutical technology. The sets present topics such as particle properties and powder flow and can be integrated into K-12 and college-level curricula. The materials educate students in specific areas of pharmaceutical particulate processing,…

Civic Engagement of Older Adults in Mainland China.

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Chen, Haiping; Adamek, Margaret

2017-07-01

Due to great challenges resulting from China's rapid population aging, Chinese elders are mobilized to address problems caused by this demographic trend through civic engagement. Based on an integrative review of policy, research, and practice, this article reveals that today's Chinese elders have a higher level and wider scope of civic engagement than previous cohorts. A set of factors contributing to such improvement are further identified, including the reform of the national economy, transformation of governmental functions, and the use of effective strategies applied to concrete programs. However, several constraints limiting Chinese elders' equal, active engagement in civic life remain, including the social stratification of older adults, preferential selection of participants due to the nation's socioeconomic development strategy, and family care work competing with other types of civic activities. Finally, future directions for policy, research, and practice are proposed in order to increase Chinese elders' civic engagement.

Uses of the web for civic participation

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Hirzalla, F.; van Zoonen, L.

2008-01-01

This report contains the results of a survey about civic uses of the Internet by youth in the seven CivicWeb partner countries across Europe: Hungary, the Netherlands, Slovenia, Spain, Sweden, Turkey and the United Kingdom.

Mapping Civic Engagement: A Case Study of Service-Learning in Appalachia

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Mann, Jessica; Casebeer, Daniel

2016-01-01

This study uses social cartography to map student perceptions of a co-curricular service-learning project in an impoverished rural community. As a complement to narrative discourse, mapping provides an opportunity to visualize not only the spatial nature of the educational experience but also, in this case, the benefits of civic engagement. The…

Assessment Strategies for Implementing Ngss in K12 Earth System Science Classrooms

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McAuliffe, C.

2016-12-01

Several science education researchers have led assessment efforts that provide strategies particularly useful for evaluating the threedimensional learning that is central to NGSS (DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K., 2016; Knight, A. M. & McNeill, K. L., 2015; McNeill, K. L., KatshSinger, R. & Pelletier, P., 2015; McNeill K.L., et.al., 2015; McNeill, K.L., & Krajcik, J.S., 2011; Penuel, W., 2016). One of the basic premises of these researchers is that, "Assessment is a practice of argument from evidence based on what students say, do, and write" and that "the classroom is the richest place to gather evidence of what students know (Penuel, W., 2016). The implementation of the NGSS in Earth System Science provides a unique opportunity for geoscience education researchers to study student learning and contribute to the development of this research as well as for geoscience educators to apply these approaches and strategies in their own work with K12 inservice and preservice educators. DeBarger, A. H., Penuel, W. R., Harris, C. J., Kennedy, C. K. (2016). Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions. American†Journal†of†Evaluation†37(2) 174192Æ Knight, A. M. & McNeill, K. L. (2015). Comparing students' individual written and collaborative oral socioscientific arguments. International Journal of Environmental and Science Education.10(5), 23647. McNeill, K. L., KatshSinger, R. & Pelletier, P. (2015). Assessing science practices-Moving your class along a continuum. Science Scope. McNeill, K.L., & Krajcik, J.S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Upper Saddle River, New Jersey: Pearson. Penuel, W. (2016). Classroom Assessment Strategies for NGSS Earth and Space Sciences. Implementing†the†NGSS†Webinar†Series, February 11, 2016.

The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

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Westenberg, David J

2016-03-01

Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

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Chabalengula, Vivien M.; Mumba, Frackson

2017-01-01

The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields

Science.gov (United States)

Petersen, Anne Marie

In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

Civic Entrepreneurship: In Search of Sustainable Development

Energy Technology Data Exchange (ETDEWEB)

Banuri, Tariq; Najam, Adil; Spanger-Siegfried, Erika [Stockholm Environment Institute - Boston Center (United States)

2003-07-01

Around the world, civic entrepreneurs are practising sustainable development through their actions. Representing civil society, business, and government, civic entrepreneurs are championing sustainable development and succeeding – often despite significant odds – in making it happen on the ground. It may often happen at a small scale, but it does so in undeniably real, robust and promising terms. Civic entrepreneurship is driven explicitly by the public interest, and seeks to create new ways of building social capital and of harnessing existing ideas, methods, inventions, technologies, resources or management systems in the service of collective goals.

Impact of National Physical Activity and Health Guidelines and Documents on Research on Teaching K-12 Physical Education in U.S.A.

Science.gov (United States)

Li, Weidong; Xiang, Ping; Gao, Zan; Shen, Bo; Yin, Zhihua; Kong, Qingtao

2016-01-01

Purpose: This study examined the impact of published national physical activity (PA) and health guidelines, documents, and initiatives on the evolution of research on teaching K-12 physical education (PE) in U.S.A. from 1996 to October 2013. Methods: A total of 262 peer-reviewed, data-based journal articles meeting our inclusion and exclusion…

"Flipping" educational technology professional development for K-12 educators

Science.gov (United States)

Spencer, Daniel

As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

Urban Farming as a Civic Virtue Development in the Environmental Field

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Prasetiyo, Wibowo Heru; Budimansyah, Dasim; Roslidah, Navila

2016-01-01

This research aims to describe the impact of urban farming carried out by Bandung Berkebun community as an attempt to develop the civic virtue in the environmental field. Research method used is a case study with qualitative approach. The results show that this program has educational, economic, social, and ecological impact to the society. This…

International research on the civic engagement of the youth and adolescents. Young citizens in the digital age

Directory of Open Access Journals (Sweden)

María Carmen Robles Vílchez

2011-08-01

Full Text Available This article presents a review of some of the research in the international context aimed at unveiling and valuing the experience of young people in experiences and beliefs regarding citizenship (Burke, 2007. Such research is generally intended to obtain information on students’ knowledge, attitudes and civic behavior in their own schools. We will highlight throughout the present paper that previous studies and the current state of scientific knowledge in civic education focuses on purely formal and structural aspects and lack a deep understanding and interpretation of the experiences of young citizens. We conclude, after our review, that it is necessary to include more comprehensive factors in the research and enquiry into the experiences and civic training of the youth.

Organizational Policies and Programs to Reduce Job Stress and Risk of Workplace Violence Among K-12 Education Staff.

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Landsbergis, Paul; Zoeckler, Jeanette; Kashem, Zerin; Rivera, Bianca; Alexander, Darryl; Bahruth, Amy

2018-02-01

We examine strategies, programs, and policies that educators have developed to reduce work stressors and thus health risks. First, we review twenty-seven empirical studies and review papers on organizational programs and policies in K-12 education published from 1990 to 2015 and find some evidence that mentoring, induction, and Peer Assistance and Review programs can increase support, skill development, decision-making authority, and perhaps job security, for teachers-and thus have the potential to reduce job stressors. Second, we describe efforts to reduce workplace violence in Oregon, especially in special education, including legislation, collective bargaining, research, and public awareness. We conclude that to reduce workplace violence, adequate resources are needed for staffing, training, equipment, injury/assault reporting, and investigation. Third, we discuss collective bargaining initiatives that led to mentoring and Peer Assistance and Review and state legislation on prevention of bullying and harassment of school staff. Finally, we present a research agenda on these issues.

Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Eleventh Edition

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Watson, John; Pape, Larry; Murin, Amy; Gemin, Butch; Vashaw, Lauren

2014-01-01

"Keeping Pace with K-12 Digital Learning" (2014) is the 11th in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. It summarizes that at a…

Outstanding Science Trade Books for Students K-12: Books Published in 2015

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Science and Children, 2016

2016-01-01

Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

Encouraging Civic Knowledge and Engagement: Exploring Current Events through a Psychological Lens

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Van Camp, Debbie; Baugh, Stacey-Ann

2016-01-01

Engagement with political, social, and civil issues is a fundamental component of an educated population, but civic knowledge and engagement are decreasing among adolescents and young adults. A Psychology in Current Events class sought to increase this engagement and key skills such as critical thinking. A one-group pretest-posttest…

The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

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Williams, Nicole V.

2015-01-01

The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

CIVIC CULTURE IN CONTEMPORARY RUSSIA (on the example of Tula region

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V. V. Krasnopevtseva

2017-01-01

Full Text Available The article focuses on the prospects of the development of civil society inTulaandTularegion.Tularegion belongs to the third type of Russian regions according to the classification of regions on the potential development of civil society. This demonstrates the presence of favorable conditions for the development of civil society institutions inTula. Actually today there is a tendency towards more active civic participation of the population in the region. There are several factors which contribute to this.One of the foundations of civil society formation inTularegion is the activity of non-profit organizations. First of all youth non-profit organizations should be mentioned. They play an important role in the political socialization of young people and youth initiatives support. In this context, it is also necessary to note the role of educational institutions, which purpose is civic education of young people.There is a significant increase in the number of volunteer organizations and groups. The younger generation actively takes part in their work. Volunteer organizations involve young people in professional and social activities, form their social and civic responsibility. Thus, volunteering is one of the most important indicator of the functioning of civil society. Over the past few years more than 30 volunteer organizations and groups as well as several centers promoting volunteers have appeared in the region. These measures are a significant step towards the institutionalization of volunteering inTularegion.Civil society is impossible without a high level of legal awareness of the population. The activity of various human rights organizations that promote the legal culture of the region’s population contributes to the development of the civil society institutions.Patriotic and charitable organizations as well as political parties play an important role in the life ofTularegion. Being the intermediaries between civil society and the

User-led innovation in civic energy communities

NARCIS (Netherlands)

de Vries, Gerben; Boon, Wouter; Peine, A.

2016-01-01

Building on user and grassroots innovation literature, we explore user innovations in five Dutch civic energy communities. Less attention has been paid to the interplay of social, symbolic and technological innovations that seems to be at the heart of many civic energy communities. In this paper, we

Feeling the pressure: Attitudes about volunteering and their effect on civic and political behaviors.

Science.gov (United States)

Bode, Leticia

2017-06-01

This article examines the evolving nature of volunteering among American youth, ages 12 to 17, focusing on emergent pressures to volunteer, as required by high schools or to improve one's employment or education prospects after graduation. Using survey data (N = 736, mean age = 14.78, 75.1% white, 49.1% female), it finds these pressures are prevalent, related to a desire to volunteer, and both of these motivations are positively associated with volunteering. It further concludes that volunteering supplements, rather than replaces or subsumes both online and offline political behaviors among youth. This has important implications for how we understand the role of volunteering in the youngest American age cohorts, and practical implications for educators and civic proponents in terms of determining what actually increases volunteering activity. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Teaching Civic Journalism: Integrating Theory and Practice.

Science.gov (United States)

McDevitt, Michael

2000-01-01

Describes a journalism course that used an integrative approach to teaching about the principles, practice, and effects of civic journalism, combining theory, news writing, and evaluation. Describes the class project on the controversial issue of panhandling. Discusses goals of civic journalism and of the project, journalistic methods used,…

Civic Engagement Patterns of Undocumented Mexican Students

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Perez, William; Espinoza, Roberta; Ramos, Karina; Coronado, Heidi; Cortes, Richard

2010-01-01

This study examined the civic engagement of undocumented Mexican students. Civic engagement was defined as providing a social service, activism, tutoring, and functionary work. Survey data results (n = 126) suggest that despite high feelings of rejection because of their undocumented status, part-time employment, and household responsibilities,…

Bridging Worlds in the Social Studies Classroom:Teachers' Practices and Latino Immigrant Youths' Civic and Political Development.

Science.gov (United States)

Callahan, Rebecca M; Obenchain, Kathryn M

2013-01-01

Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution. Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement. indicate that armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers' civic expectations of them and instructional emphasis on critical thinking skills. The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool. This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

ICCS 2009 Asian Report: Civic Knowledge and Attitudes among Lower-Secondary Students in Five Asian Countries

Science.gov (United States)

Fraillon, Julian; Schulz, Wolfram; Ainley, John

2012-01-01

This report presents findings from the Asian regional module of the International Civic and Citizenship Education Study (ICCS), sponsored by the International Association for the Evaluation of Educational Achievement (IEA). ICCS studied the ways in which young people in lower-secondary schools are prepared to undertake their roles as citizens.…

Active Citizens, Good Citizens, and Insouciant Bystanders: The Educational Implications of Chinese University Students' Civic Participation via Social Networking

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Ke, Lin; Starkey, Hugh

2014-01-01

This virtual ethnographic study explores how Chinese university students use social network sites (SNSs) to participate in civic activities. An ideal of "active" citizens is contrasted with good citizens (Crick) and insouciant bystanders. We find that students engage with the civic issues embedded in everyday life; their online civic…

Developmental Antecedents of Young Adult Civic Engagement

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Obradovic, Jelena; Masten, Ann S.

2007-01-01

Civic engagement was studied in relation to overall development in adolescence, emerging adulthood, and young adulthood to examine how earlier activity involvement and success in prior and concurrent age-salient domains of competence may contribute to 2 forms of civic engagement in adulthood (citizenship and volunteering). Data on 163 youth were…

One-to-One Technology in K-12 Classrooms: A Review of the Literature from 2004 through 2014

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Harper, Ben; Milman, Natalie B.

2016-01-01

This literature review examined empirical research conducted between 2004 and 2014 regarding 1:1 technologies in K-12 educational settings. Our overarching research question was: What does research tell us about 1:1 technology in K-12 classrooms? We used the constant-comparative method to analyze, code, and induce themes from 46 relevant articles.…

Is News Media Related to Civic Engagement? The Effects of Interest in and Discussions about the News Media on Current and Future Civic Engagement of Adolescents

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Erentaite, Rasa; Zukauskiene, Rita; Beyers, Wim; Pilkauskaite-Valickiene, Rasa

2012-01-01

This study explored whether discussions about the media, when positively linked to interest in the news media, were related to adolescents' current and future civic engagement. A sample of 2638 adolescents (age M = 17, SD = 1.2), who participated in a school-based study on positive socialization, completed self-report measures on interest in the…

Media Usage and Civic Life: The Role of Values

OpenAIRE

Firat, Rengin Bahar

2014-01-01

Previous research has observed that media usage influences civic outcomes, including trust and political behavior. However, this research has rarely examined the social psychological mechanisms underlying the relationship between media and civic life. The current study focuses on values as potential explanations for how media usage impacts civic engagement. Using data from Round 5 of the European Social Survey (2010) and employing two-level structural equation modeling, this paper examines wh...

Reconceptualizing public participation in environmental assessment as EA civics

Energy Technology Data Exchange (ETDEWEB)

Sinclair, A. John, E-mail: jsincla@umanitoba.ca [Natural Resources Institute, University of Manitoba, Winnipeg, MB R3T 2N2 (Canada); Diduck, Alan P., E-mail: a.diduck@uwinnipeg.ca [Department of Environmental Studies and Sciences, University of Winnipeg, 515 Portage Avenue, Winnipeg R3B 2E9 (Canada)

2017-01-15

Notwithstanding the considerable attention placed on creating meaningful opportunities for public participation in environmental assessment (EA), many participants and those who have reviewed participation processes often find practice sorely wanting. This reality stands in stark juxtaposition to future environmental governance needs, which will require increased openness, deliberation and transdisciplinary knowledge in order to deal with environmental change that is ever more uncertain, complex and conflictual. In this paper, our purpose was to consider how to meet those needs through reconceptualizing public participation as EA civics, founded on an active citizen base, deliberative in nature and orientated toward learning. We do this through developing a new conceptual model of next generation participation processes that is relevant at multiple spatial scales and institutional levels, is applicable to the entire assessment cycle and spans temporal scales through feedback loops. Our EA civics model builds on the “civics approach” to environmental governance and “action civics” by extending their core ideas to participation in EA. We did this by conducting an integrative literature review (including numerous papers we have contributed over the years) and reflecting on our own experiences as EA participants. We apply current thinking on public participation design to our EA civics conceptualization and highlight important design features that have received scant attention. We conclude that EA civics holds promise for fairer and more robust participation processes if all aspects of the model are considered and the actions related to each are implemented. - Highlights: • Consideration of the ‘civics approach’ and ‘action civics’ in an EA context • Conceptualization of public participation as EA civics • Reflection on the EA civics as a model of participation suitable for next generation assessment.

Reconceptualizing public participation in environmental assessment as EA civics

International Nuclear Information System (INIS)

Sinclair, A. John; Diduck, Alan P.

2017-01-01

Notwithstanding the considerable attention placed on creating meaningful opportunities for public participation in environmental assessment (EA), many participants and those who have reviewed participation processes often find practice sorely wanting. This reality stands in stark juxtaposition to future environmental governance needs, which will require increased openness, deliberation and transdisciplinary knowledge in order to deal with environmental change that is ever more uncertain, complex and conflictual. In this paper, our purpose was to consider how to meet those needs through reconceptualizing public participation as EA civics, founded on an active citizen base, deliberative in nature and orientated toward learning. We do this through developing a new conceptual model of next generation participation processes that is relevant at multiple spatial scales and institutional levels, is applicable to the entire assessment cycle and spans temporal scales through feedback loops. Our EA civics model builds on the “civics approach” to environmental governance and “action civics” by extending their core ideas to participation in EA. We did this by conducting an integrative literature review (including numerous papers we have contributed over the years) and reflecting on our own experiences as EA participants. We apply current thinking on public participation design to our EA civics conceptualization and highlight important design features that have received scant attention. We conclude that EA civics holds promise for fairer and more robust participation processes if all aspects of the model are considered and the actions related to each are implemented. - Highlights: • Consideration of the ‘civics approach’ and ‘action civics’ in an EA context • Conceptualization of public participation as EA civics • Reflection on the EA civics as a model of participation suitable for next generation assessment

Family Ties and Civic Virtues

DEFF Research Database (Denmark)

Ljunge, Jan Martin

I establish a positive relationship between family ties and civic virtues, as captured by disapproval of tax and benefit cheating, corruption, and a range of other dimensions of exploiting others for personal gain. I find that family ties are a complement to social capital, using within country...... evidence from 83 nations and data on second generation immigrants in 29 countries with ancestry in 85 nations. Strong families cultivate universalist values and produce more civic and altruistic individuals. The results provide a constructive role for families in promoting family values that support...

K-12 Schools: The Effect of Public School Choices on Marine Families’ Co-Location Decisions

Science.gov (United States)

2017-03-01

3. REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE K-12 SCHOOLS: THE EFFECT OF PUBLIC SCHOOL CHOICES ON MARINE FAMILIES’ CO...be educated ? One theory regarding decision-making in general is the rational choice theory . This approach to explaining the process of making...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release. Distribution is unlimited. K-12 SCHOOLS

Perceptions of Participating K-12 Educational Leaders' Experiences and Decisions Regarding the Crisis Caused by the April 27, 2011 Tornadoes in Rural Alabama

Science.gov (United States)

Bishop, William E., Jr.

2013-01-01

April 27, 2011, will be remembered by many as a catastrophic day and event in Alabama, and specifically by K-12 educational leaders. Natural disasters like tornadoes have a significant impact on leaders, on their decision making and, obviously, on the survival of many of their victims. The possibility and threat of a major crisis caused by natural…

Recent Trends in Geography Education in Louisiana

Science.gov (United States)

Rohli, Robert V.; Binford, Paul E.

2016-01-01

Geography at elementary and middle schools in Louisiana, USA., remains a social studies strand along with civics, economics, and history, with no state-required geography course at any level. But because schools may require more geography than the state standard, this research examines the extent to which K-12 students are exposed to geography in…

Empowered Intersectionality among Black Female K-12 Leaders: A Transcendental Phenomenological Study

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McNeal, Carla

2017-01-01

Black female school leaders remain underrepresented as educational leaders in the K-12 context as marginalizing factors persist in the field. The purpose of this transcendental phenomenological study was to explore the lived experiences of Black female school leaders through the lens of intersectionality. For this research study, intersectionality…

SOCIAL CAPITAL AND CIVIC PARTICIPATION

Directory of Open Access Journals (Sweden)

Melike ERDOGAN

2010-07-01

Full Text Available The concept of social capital has a long intellectual history in the fie ld of social sciences. In recent years, interest of scholars from sociology, po litical science, economics and public administration is rapidly increasing. The reason for this increasing interest is that it has been aware of the importance of social capital in communities’ administrative, social, economic and political development. In this sense, the concept of social ca pital is an issue to be discussed with solution of current problems of public administration, subjects of governance, civil society, and participation. Social capital has a lot of definitions which are completely different from each other. Common point of these different definitions is that social capital is a resource at both individual and community level. We will use Robert Putnam’s defi nition about social cap ital in this paper. Putnam (1993 defines social capital as “features of social organization, such as trust, norms, and networks that can improve the efficiency of society by facilitating coordinated action”. In his book; Bowling Alone: The Collapse and Revival of the American Community, Putnam describes declining social capital in America. He analyzes relationship between social capital and civic participation and assumes that there is a positive relationship between social capital and civic participation. The paper aims to reveal how there is a relationshi p between social capital and civic participation in Central Florida. We will use “The Central Florida Social Capital Community Benchmark Survey that is made by The Survey Research Labora tory in the Ins titute for Social and Behavior Sciences at the University of Central Florida among central Florida residents. We use notion of civic participation not only as voting but also as concern of politics, volunteering, attending a political meeting, participating in any demonstrations, protests or boycotts, cooperating to solve problems and

Assessing Two Theoretical Frameworks of Civic Engagement

Science.gov (United States)

García-Cabrero, Benilde; Pérez-Martínez, María Guadalupe; Sandoval-Hernández, Andrés; Caso-Niebla, Joaquín; Díaz-López, Carlos David

2016-01-01

The purpose of this study was to empirically test two major theoretical models: a modified version of the social capital model (Pattie, Seyd and Whiteley, 2003), and the Informed Social Engagement Model (Barr and Selman, 2014; Selman and Kwok, 2010), to explain civic participation and civic knowledge of adolescents from Chile, Colombia and Mexico,…

INDIVIDUAL PSYCHOLOGICAL CHARACTERISTICS OF STUDENTS WITH DIFFERENT TYPES OF CIVIC IDENTITY

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Sofia Grabovska

2017-07-01

Full Text Available The civic identity of an individual is seen as a dynamic system of citizen's perceptions of himself / herself and related emotions and value-semantic elements derived from the awareness of the fact that he / she is a citizen of a state and at the same time a member of the community of citizens. The results of the study support the notion that awareness of being a citizen of the state does not already mean having civic identity. Only 34% of interviewed students have a well-formed positive civic identity; 37% are showing some uncertainty, vagueness, ambiguity in their perception of themselves as citizens; 15% reject their Ukrainian civic identity, have a well-formed negative civic identity, and, more than other types, exhibit passive-indifferent civil position; 14% make a group of "potential emigrants" who are ready to change the Ukrainian civic identity for another. The differences in worldview and value-motivational sphere of students with the formed positive ("reached", undefined ("indistinct" / "diffuse", formed negative ("negative-passive" and "protest" ("potential immigrants" civic identity have been discovered.

The Interview, a Tool to Create and Develop Civic, Moral and Ethical Skills for Pupils and Students

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Carmen Alexandrache

2015-12-01

Full Text Available In this paper we intend to present the importance of the interview for developing ethical and moral-civic behaviours and consciousness. These aspects are often neglected in school activities, because the interview is used for developing the communicate competences or for make a social researches. Our paper analyze the value of interview from the civic, moral, ethic educational perspective. In this sense, we are used more observations and case studies. The theoretical aspects and examples of good practice hope the teacher to develop ethical awareness.

Teaching for Civic Engagement: Lesson Learned from Integrating Positive Psychology and Future Studies

Science.gov (United States)

Allen, Jeanie K.

2011-01-01

Teaching for civic education holds promise for assisting colleges and universities that suggest the promotion of global citizenship in their mission statements. This paper presents the study of a course where readings and activities from the literature of positive psychology were integrated with studies about current global issues and potential…

A Library approach to establish an Educational Data Curation Framework (EDCF) that supports K-12 data science sustainability

Science.gov (United States)

Branch, B. D.; Wegner, K.; Smith, S.; Schulze, D. G.; Merwade, V.; Jung, J.; Bessenbacher, A.

2013-12-01

It has been the tradition of the libraries to support literacy. Now in the realm of Executive Order, Making Open and Machine Readable the New Default for Government Information, May 9, 2013, the library has the responsibility to support geospatial data, big data, earth science data or cyber infrastructure data that may support STEM for educational pipeline stimulation. (Such information can be found at http://www.whitehouse.gov/the-press-office/2013/05/09/executive-order-making-open-and-machine-readable-new-default-government-.) Provided is an Educational Data Curation Framework (EDCF) that has been initiated in Purdue research, geospatial data service engagement and outreach endeavors for future consideration and application to augment such data science and climate literacy needs of future global citizens. In addition, this endorsement of this framework by the GLOBE program may facilitate further EDCF implementations, discussion points and prototypes for libraries. In addition, the ECDF will support teacher-led, placed-based and large scale climate or earth science learning systems where such knowledge transfer of climate or earth science data is effectively transferred from higher education research of cyberinfrastructure use such as, NOAA or NASA, to K-12 teachers and school systems. The purpose of this effort is to establish best practices for sustainable K-12 data science delivery system or GLOBE-provided system (http://vis.globe.gov/GLOBE/) where libraries manage the data curation and data appropriateness as data reference experts for such digital data. Here, the Purdue University Libraries' GIS department works to support soils, LIDAR and water science data experiences to support teacher training for an EDCF development effort. Lastly, it should be noted that the interdisciplinary collaboration and demonstration of library supported outreach partners and national organizations such the GLOBE program may best foster EDCF development. This trend in data

The Influence of Lean on K-12 District Management: A Case Study

Science.gov (United States)

Brown, Beverly

2011-01-01

For decades, policymakers and educators have focused on public school equity and adequacy, while paying little attention to efficiency. This qualitative single case study was designed to capture explicit information about Lean management, operations, and culture in a K-12 Michigan school district engaged in Lean training and implementation for a…

After 60 Years, Do the Arguments for K-12 Vouchers Still Hold?

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Laitsch, Dan

2016-01-01

In 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K-12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman…

Integrating the iPod Touch in K-12 Education: Visions and Vices

Science.gov (United States)

Banister, Savilla

2010-01-01

Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K-12 teaching and learning might be energized by such devices. This paper…

A New School for Brats: Improving the K-12 Education of Military Connected Children

Science.gov (United States)

2017-09-01

Schools: How Technology Can Transform Education (Washington, DC: Brookings Institution Press, 2012), ProQuest Ebook Central. 33 allowing the...Hack Education , April 25, 2015. http://hackeducation.com/2015/04/25/factory-model. West, Darrell M. Digital Schools: How Technology Can Transform ...BRATS: IMPROVING THE K–12 EDUCATION OF MILITARY-CONNECTED CHILDREN by Robert G. Stimis September 2017 Thesis Advisor: Rodrigo Nieto

Religious Conscience and Civic Conscience in Thomas Hobbes's Civic Philosophy.

Science.gov (United States)

Pepperell, Keith C.

1989-01-01

This article discusses Thomas Hobbes' concept of conscience, the historical context in which the concept was formulated, and Hobbes' conclusion that civil law takes precedence over religious conscience. Hobbes' views are related to the debate between Pratte and Losito over the interaction between religious and civic conscience. (IAH)

THE DYNAMICS OF THE CIVIC ENGAGEMENT IN ROMANIA

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VERONICA DUMITRAŞCU

2015-05-01

Full Text Available The civic engagement is an important element for the consolidation of democracy. This article aims at showing the dynamics of the civic engagement in Romania reflected in three series of data pertaining to the years 1995–1999, 2005–2009, and 2010–2014. Using data from World Values Survey, the article tries to measure the intensity and the development of the civic participation in Romania viewed on three dimensions: civic, electoral and political. The World Values Survey does not cover all the indicators, so we shall use for the study the indicators found in the survey which can best reflect the dimensions suggested. For the civic dimension, we shall use as indicators the membership in voluntary organisations − charitable organisations, churches or religious organisations, labour unions, professional associations, sport or recreation, and other voluntary organisations. For the electoral dimension, we follow the indicators: volunteering for political organizations (membership in political parties, and regular voting (parliamentary vote and national vote. For the political voice dimension, the indicators that suggest political actions are: protesting, attending peaceful demonstrations, sending written petitions (political action −signing a petition, boycotting (political actions − joining in boycotts and also joining strikes, and other acts of protest

California K-12 Schools and Communities Collaborate to Support Student Mental Health

Science.gov (United States)

Woodbridge, Michelle W.; Goldweber, Asha; Yu, Jennifer; Golan, Shari; Stein, Bradley D.

2013-01-01

Across the education, public health, and human and social services areas, there is renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. One of the aims of California's Prevention and Early Intervention (PEI) K-12 Student Mental Health (SMH) initiative funded under Proposition…

Trust in Government and Civic Engagement among Adolescents in Australia, England, Greece, Norway, and the United States.

Science.gov (United States)

Torney-Purta, Judith; Richardson, Wendy Klandl

The goal of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study has been to examine, in a comparative framework, the political socialization of adolescents as they prepare for their roles as citizens of democracies. Approximately 90,000 students from the modal grade for 14-year-olds from…

Moral regeneration: Seedbeds for civic virtue

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Piet G.J. Meiring

2003-10-01

Full Text Available Taking his cue from a recent report by the US National Council on Civil Society, the author discusses a number of “seedbeds of civic virtue” that may play a role in the much needed moral regeneration of South African society. The “seedbeds” are (1 family, (2 the local community, (3 faith communities, (4 voluntary civil organizations, (5 arts and art institutions, (6 education, (7 business, labour and economic institu-tions, (8 the media, (9 government, (10 the nation. The “rainbow nation”, the author contends, has in recent times lost some of its colour, but if the different partners in the quest for moral regeneration take hands, the colours of the rainbow may return.

Dare We Not Teach 9/11 yet Advocate Citizenship Education?

Science.gov (United States)

Waterson, Robert A.; Haas, Mary E.

2011-01-01

The authors advocate for systematic teaching of 9/11 within the social studies curriculum (K-16). The examination of the issues and impact of 9/11 illustrate the power of civic education in a democracy. Illustrated are the key concepts and associated issues and values of 9/11 with the National Council for the Social Studies curriculum standards.…

A Mixed-Method Approach on Digital Educational Games for K12: Gender, Attitudes and Performance

Science.gov (United States)

Law, Effie Lai-Chong; Gamble, Tim; Schwarz, Daniel; Kickmeier-Rust, Michael D.; Holzinger, Andreas

Research on the influence of gender on attitudes towards and performance in digital educational games (DEGs) has quite a long history. Generally, males tend to play such games more engagingly than females, consequently attitude and performance of males using DEGs should be presumably higher than that of females. This paper reports an investigation of a DEG, which was developed to enhance the acquisition of geographical knowledge, carried out on British, German and Austrian K12 students aged between 11 and 14. Methods include a survey on initial design concepts, user tests on the system and two single-gender focus groups. Gender and cultural differences in gameplay habit, game type preferences and game character perceptions were observed. The results showed that both genders similarly improved their geographical knowledge, although boys tended to have a higher level of positive user experience than the girls. The qualitative data from the focus groups illustrated some interesting gender differences in perceiving various aspects of the game.

Civic ecology practices: insights from practice theory

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Marianne E. Krasny

2015-06-01

Full Text Available Our aim was to explore the use of practice theory as an approach to studying urban environmental stewardship. Urban environmental stewardship, or civic ecology practice, contributes to ecosystem services and community well-being and has been studied using social-ecological systems resilience, property rights, communities of practice, and governance frameworks. Practice theory, which previously has been applied in studies of consumer behaviors, adds a new perspective to urban stewardship research, focusing on how elements of a practice, such as competencies, meanings, and physical resource, together define the practice. We applied practice theory to eight different civic ecology practices, including oyster gardening in New York City, a civil society group engaged in litter cleanup in Iran, and village grove restoration in South Korea. Our analysis suggests that in applying practice theory to the civic ecology context, consideration should be given to social and communication competencies, how meanings can motivate volunteers and sustain practice, and the nature of the resource that is being stewarded. Future studies may want to focus on how practice elements interact within and vary across practices and may be used to more systematically analyze and share ideas among diverse civic ecology practices.

Influence of ICT on formation of the civic stand of students in the conditions of globalization and informatization

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Алла Борисовна Денисова

2015-12-01

Full Text Available In the modern world information space starts possessing substantsionalny qualities and to operate the person as the behavior of the subject depends on his knowledge. ICT are ideal means of the organization of communicative influence, including counterproductive, menacing to interests of national security. Only the subject with a creative and active civic stand which formation has to become the most important task of educational institutions can resist to negative information influence. In article the role of information technologies on formation of a civic stand of studens is discussed.

An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting

Science.gov (United States)

Harris-Packer, Jerilyn D.; Ségol, Geneviève

2015-01-01

This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…

Peer Mentoring and Peer Tutoring among K-12 Students: A Literature Review

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Goodrich, Andrew

2018-01-01

The purpose of this literature review is to examine research on peer mentoring among K-12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they…

Using a Critical Service-Learning Approach to Facilitate Civic Identity Development

Science.gov (United States)

Mitchell, Tania D.

2015-01-01

This article highlights elements of civic engagement programs that have the rich potential to facilitate civic identity development. Focusing on research with alumni, the study examines 3 civic engagement programs, the approaches of which are guided by critical service-learning. It explores elements of the experiences that alumni name as…

Workplace Civics & Government. Prospectus for a Multimedia Curriculum.

Science.gov (United States)

Raney, Mardell, Ed.

This guide is designed to help students understand civics and government as well as the social, organizational, and technological systems that effect citizenship. It proposes use of a multimedia curriculum intended to combine the skills, knowledge, and content of civics with the workplace. The guide provides a rationale for an interdisciplinary…

Nucleoli in human early erythroblasts (K2, K1, K1/2 cells).

Science.gov (United States)

Smetana, K; Jirásková, I; Klamová, H

2005-01-01

Human early erythroid precursors classified according to the nuclear size were studied to provide information on nucleoli in these cells using simple cytochemical procedures for demonstration of RNA and proteins of silver-stained nucleolar organizers. K2 cells with nuclear diameter larger than 13 microm and K1 cells with nuclear diameter larger than 9 microm corresponding to proerythroblasts and macroblasts (large basophilic erythroblasts) mostly possessed large irregularly shaped nucleoli with multiple fibrillar centres representing "active nucleoli". K1/2 cells with nuclear diameter smaller than 9 microm corresponding to small basophilic erythroblasts were usually characterized by the presence of micronucleoli representing "inactive nucleolar types". On the other hand, a few K1/2 cells contained large nucleoli with multiple fibrillar centres similar to those present in K2 cells and thus appeared as "microproerythroblasts". The nucleolar asynchrony expressed by the presence of large irregularly shaped nucleoli with multiple nucleoli (active nucleoli) and ring-shaped nucleoli (resting nucleoli) in one and the same nucleus of K2 or K1 cells was not exceptional and might reflect a larger resistance of these cells to negative factors influencing the erythropoiesis. The intranucleolar translocation of silver-stained nucleolus organized regions was noted in K2 cells and might indicate the premature aging of these cells without further differentiation. More studies, however, are required in this direction.

Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media

Science.gov (United States)

Tseng, Yuen-Hsien; Chang, Chun-Yen; Rundgren, Shu-Nu Chang; Rundgren, Carl-Johan

2010-01-01

Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from 2 years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases),…

CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

Science.gov (United States)

Hickman, Paul

2002-04-01

It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

Preparing University Students to Lead K-12 Engineering Outreach Programmes: A Design Experiment

Science.gov (United States)

Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi

2016-01-01

This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year…

Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications

Science.gov (United States)

Hechter, Richard P.; Vermette, Laurie Anne

2013-01-01

This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers…

Online Civic Cultures?

DEFF Research Database (Denmark)

Uldam, Julie; Askanius, Tina

2013-01-01

This article explores the potential of video activism on YouTube to form a communicative space for deliberation and dissent. It asks how commenting on activist videos can help sustain civic cultures that allow for both antagonism and inclusive political debate. Drawing on a case study of online...

Contributing to civic innovation through participatory action research

NARCIS (Netherlands)

K. Biekart (Kees)

2017-01-01

textabstractCivic innovation is about focusing on what is positive, creative and imaginative in the face of a world that seems beset by crisis narratives. In exploring the term civic innovation, as it is used in Development Studies, we are not looking for a new theory and practice that will lead to

The civic integrationist turn in Danish and Swedish school politics

DEFF Research Database (Denmark)

Fernández, Christian; Jensen, Kristian Kriegbaum

2017-01-01

, yet with different styles and content. Citizenship education in Denmark concentrates on reproducing a historically derived core of cultural values and knowledge to which minorities are expected to assimilate, while the Swedish model subscribes to a pluralist view that stresses mutual adaptation...... it follow the pattern of residence and citizenship? This article addresses these questions through a comparative study of the EU’s allegedly strictest and most liberal immigration regimes, Denmark and Sweden, respectively. The analysis shows a growing concern with citizenship education in both countries...... and intercultural tolerance. Despite claims to the contrary, the analysis shows that Sweden too has experienced a civic turn....

A Nonverbal Language for Imagining and Learning: Dance Education in K-12 Curriculum

Science.gov (United States)

Hanna, Judith Lynne

2008-01-01

Curriculum theorists have provided a knowledge base concerning aesthetics, agency, creativity, lived experience, transcendence, learning through the body, and the power of the arts to engender visions of alternative possibilities in culture, politics, and the environment. However, these theoretical threads do not reveal the potential of K-12 dance…

Technological Solutions to Social and Citizen Problems. The Case of Civic and Public Challenges in Mexico

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Martin Adalberto TENA-ESPINOZA-DE-LOS-MONTEROS

2017-04-01

Full Text Available This paper describes the process of civic innovation that, based on technological solutions and open initiatives, the civic society’s organization Codeando México suggests for the attention and solution of social and civic problems in Mexico. The Retos Cívicos (Civic Challenges and Retos Públicos (Public Challenges initiatives are addressed and described as experiences of innovation in the implementation of technological strategies for the solution of social and civic problems. A reflection is made on the civic appropriation of the ICTs and its irruption in the processes of innovation, as well as on the impact that the ICTs have in the conformation of a new civic ecosystem. Last, the strategies of Hacking cívico (Civic Hacking and Comunidades Cívicas (Civic Communities that the Codeando México organization promotes as a model for the linkage and civic participation within the frame of civic innovation, are mentioned.

Developing Social Responsibility and Political Engagement: Assessing the Aggregate Impacts of University Civic Engagement on Associated Attitudes and Behaviors

Science.gov (United States)

Whitley, Cameron T.; Yoder, Scot D.

2015-01-01

Universities have become increasingly interested in incorporating civic engagement into undergraduate education with the goal of enhancing leadership skills and creating socially responsible global citizens. What is unclear is which educational experiences are most effective in achieving this goal. In this study, we seek to determine the impact of…

La educación cívica en España: retrospectiva y perspectiva - Civic education in spain: retrospect and prospect

Directory of Open Access Journals (Sweden)

Teresa González Pérez, España

2014-01-01

Full Text Available Todas as civilizações, no decorrer do tempo, têm considerado prioritário disseminar e preservar suas convicções políticas, sociais, religiosas e filosóficas. Nas sociedades contemporâneas, a educação cívica constitui-se num elemento fundamental do processo educativo e estabeleceu-se que cabe à instituição escolar ensinar atitudes e valores que capacitem as novas gerações a participar, como cidadãos, da democracia. Da mesma forma, deve-se ensinar as pessoas a atuarem com comportamentos responsáveis e de maneira respeitosa em relação ao outro, num mundo plural e diverso, no qual têm lugar todas as culturas e crenças. No sistema educativo espanhol incluiu-se a formação cívica em diferentes momentos e respondendo aos interesses ideológicos do Estado. A disciplina de Educação para a Cidadania existe como matéria regular em diversos países. Em 2004 o governo espanhol respaldou, assim como os demais governos, a resolução da Assembléia Geral das Nações Unidas que propunha a inclusão desses conteúdos no ensino obrigatório. A polêmica gerada por vários setores da população espanhola levou a objetar e judicializar esta matéria curricular, que foi censurada por supostamente doutrinar os estudantes. A partir de 2012 esta se transformou, produto da vontade política expressa pelas urnas, denominando-se Educação Cívica e Constitucional. Neste trabalho propõe-se analisar a trajetória da educação cívica no sistema escolar espanhol.Palavras-chave: educação cívica, escolaridade, história, livros, ideologia, sociedade. CIVIC EDUCATION IN SPAIN: RETROSPECT AND PROSPECTAbstractEvery civilization in the future of humanity have made it a priority to educate their political, social, religious and philosophical. In contemporary societies, civic education is an essential element in the educational process. So the school must teach attitudes and values that enable new generations as citizens as to participate in

Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

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Niederhauser, Dale S.; Lindstrom, Denise L.

2006-01-01

The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids

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Christensen, Clayton M.; Horn, Michael B.; Staker, Heather

2013-01-01

The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…

Cisco Networking Academy: Next-Generation Assessments and Their Implications for K-12 Education

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Liu, Meredith

2014-01-01

To illuminate the possibilities for next-generation assessments in K-12 schools, this case study profiles the Cisco Networking Academy, which creates comprehensive online training curriculum to teach networking skills. Since 1997, the Cisco Networking Academy has served more than five million high school and college students and now delivers…

The Realities of K-12 Virtual Education

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Glass, Gene V.

2009-01-01

In a decade, virtual education in its contemporary form of asynchronous, computer-mediated interaction between a teacher and students over the Internet has grown from a novelty to an established mode of education that may provide all or part of formal schooling for nearly one in every 50 students in the US. In a non-random 2007 survey of school…

Developing College Students' Civic Identity: The Role of Social Perspective Taking and Sociocultural Issues Discussions

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Johnson, Matthew

2015-01-01

The development of college students' civic identity is understudied, but worthy of attention because of its salience to many students and higher education's commitment to fostering an engaged citizenry. Using 45,271 participants from the 2009 Multi-Institutional Study of Leadership, this study uses structural equation modeling to explore…

Participation in Sports and Civic Engagement. Fact Sheet

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Lopez, Mark Hugo; Moore, Kimberlee

2006-01-01

One reason to offer sports in school is to teach youth the values, skills, and habits that will make them more active, engaged, and responsible citizens. Past evidence on the civic effects of sports is mixed, but points to some potential positive civic effects. This fact sheet uses recent data from the 2002 National Youth Survey of Civic…

The Intersection of Emotional and Sociocognitive Competencies with Civic Engagement in Middle Childhood and Adolescence.

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Metzger, Aaron; Alvis, Lauren M; Oosterhoff, Benjamin; Babskie, Elizabeth; Syvertsen, Amy; Wray-Lake, Laura

2018-03-23

Civic developmental theory anticipates connections between normative developmental competencies and civic engagement, but little previous research has directly studied such links. The current study sought to contribute to civic development theory by examining associations between emotional and sociocognitive competencies (empathy, emotion regulation, prosocial moral reasoning, future-orientation) and civic engagement (volunteering, informal helping, political behaviors and beliefs, environmental behaviors, social responsibility values, civic skills). Data came from a geographically and racially diverse sample of 2467 youth (M age  = 13.4, Range: 8-20 years, 56% female). The results indicated that empathy and future-orientation significantly predicted nearly all forms of civic engagement, whereas emotion regulation and prosocial moral reasoning were uniquely associated with specific forms of civic engagement. Exploratory multi-group models indicated that empathy and emotion regulation were more strongly associated with civic engagement among younger youth and prosocial moral reasoning and future-orientation were more strongly related to civic engagement among older youth. The findings help to advance developmental theory of youth civic engagement.

Inter-religious dialogue in schools: A pedagogical and civic unavoidability

Directory of Open Access Journals (Sweden)

A. Abdool

2007-05-01

Full Text Available Social and civic conflict inspired by the fundamental convictions of different religious groups seems to be rife all over the world, also in schools. One way of addressing this problem is to promote inter-religious dialogue. To establish the viability of this solution, the authors take several steps. They analyze the phenomenon “religion” and discover that it is constituted of several layers or levels that have to be accounted for in the proposed inter-religious dialogue in schools. After discussing the term “dialogue” they consider several approaches to religious diversity or plurality to find a suitable basis for the proposed inter-religious dialogue in schools. Based on these analyses, the authors argue that schools (teacher-educators and learners should be allowed to engage in inter-religious dialogue as part of their pedagogical and civic duty. This will ensure a better understanding of others and their religions, also at the deepest spiritual level. Such comprehension can contribute to the more peaceful co-existence of people in religiously pluralist societies.

Keeping Pace with K-12 Online & Blended Learning: An Annual Review of Policy and Practice. 10 Year Anniversary Issue

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Watson, John; Murin, Amy; Vashaw, Lauren; Gemin, Butch; Rapp, Chris

2013-01-01

"Keeping Pace with K-12 Online & Blended Learning" (2013), the 10th in a series of annual reports that began in 2004, examines the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. In this 10th…

How to Launch an Energy Star Energy Efficiency Competition for K-12 Schools

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Utebay Kudret; McArthur, Ashley

2012-01-01

In recent years, schools have been forced by rising costs and shrinking budgets to stretch their resources further than ever before in order to meet the educational needs of today's students. EPA's ENERGY STAR program helps K-12 schools and districts improve energy efficiency, reduce operating costs and redirect critical resources into the…

Problematizing Service-Learning: Critical Reflections for Development and Action

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Stewart, Trae, Ed.; Webster, Nicole, Ed.

2010-01-01

Interest in and research on civic engagement and service-learning have increased exponentially. In this rapid growth, efforts have been made to institutionalize pedagogies of engagement across both K-12 and higher education. As a result, increased positive attention has been complemented equally by well-founded critiques complicating experiential…

Civic crowdfunding is niet alleen een speeltje van zelfredzame burgers

NARCIS (Netherlands)

de Graaf, Frank Jan; Bakker, Ezrah

2017-01-01

De opkomst van civic crowdfunding biedt mogelijkheden voor gemeentelijke overheden die burgerinitiatieven willen stimuleren. Maar slaat civic crowdfunding vooral aan bij een beperkte groep relatief hoogopgeleide burgers? De Hogeschool van Amsterdam onderzoekt dit.

Accountability in K-12 Education. Education Policy Brief

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Armour-Garb, Allison

2008-01-01

With the No Child Left Behind Act in limbo, the time is right for big thinking on intergovernmental collaboration in the ways we measure and report results in our schools. The Rockefeller Institute convened 40 experts including former New York education commissioner Gordon Ambach, Chester E. Finn, Jr., of the Thomas B. Fordham Institute,…

"Why Israel?" Re-Viewing Israel Education through the Lenses of Civic and Political Engagement

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Pomson, Alex; Held, Daniel

2012-01-01

This article takes up categories from literature on political and civic engagement to help make sense of data collected from interviews with 40 American Jewish day high school students about what they think and feel about Israel. Viewed through a set of lenses that distinguish between the manifestations and motivations of political and civic…

(Re)Defining the Filipino: Notions of Citizenship in the New K+12 Curriculum

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de los Reyes, Elizer Jay

2013-01-01

In June 2012, the Philippine government implemented what it called the K+12 Curriculum which reformed its basic education system by adding two more years of schooling to the then existing 10-year structure. Complicated by the long experience and participation of the Filipinos in the diaspora, the constantly lingering thought of leaving for greener…

Social Scholars: Educators' Digital Identity Construction in Open, Online Learning Environments

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Wise, Julie B.; O'Byrne, W. Ian

2015-01-01

The #WalkMyWorld project was an open, social media experiment developed to provide preservice and in-service teachers and K-12 students with an opportunity to focus on developing media literacies and civic engagement in online spaces. The study employed a basic interpretative qualitative study approach (Merriam, 2002) to examine how online social…

Indiana's New and (Somewhat) Improved K-12 School Finance System. School Choice Issues in the State

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Aud, Susan L.

2005-01-01

Education finance policy has become an urgent concern in many state legislatures. Demands for greater equity and accountability have forced states to review, and in many cases to revise, the method by which schools are funded. This study sheds light on Indiana's financing of public K-12 education by providing a clear explanation of the components…

Building Global Citizenship: Engaging Global Issues, Practicing Civic Skills

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Brunell, Laura A.

2013-01-01

How can international politics courses be used to generate global civic engagement? The article describes how experiential learning can be used to stimulate student interest in issues of contemporary, global significance and to build students' repertoire of globally and locally relevant civic skills. It describes how students can become active…

Case Study Shows Disconnect on Civic Journalism's Role

OpenAIRE

Tully, M.; Harmsen, S.; Singer, J.; Ekdale, B.

2017-01-01

This in-depth case study examines attempts to transform a traditional newsroom to one oriented around civic journalism principles, offering a unique look at the resistance toward those principles even in a digital environment that facilitates new audience relationships. Civic journalism emphasizes understanding and addressing community concerns from a citizen perspective. This study finds that journalists still struggle to integrate citizens’ contributions into newsroom practice in meaningful...

Tobacco Use Prevention Education. K-12 Lesson Plans from the Montana Model Curriculum for Health Enhancement.

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Montana State Office of Public Instruction, Helena.

This publication presents K-12 tobacco use prevention lesson plans for schools in the state of Montana. Lessons for students in grades K-6 include: family connections; body tracing; smokeless tobacco; prenatal development; tobacco look-alikes; tobacco chemicals; analyzing tobacco and alcohol ads; tobacco use and the lungs; and a personal health…

Civic consciousness: A viable concept for advancing students’ ability to orient themselves to possible futures?

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Johan Sandahl

2015-01-01

Full Text Available In history didactics the concept of historical consciousness has become an important theoretical framework in developing a meaningful history education. One significant aspect of historical consciousness is to give students a “usable past” to orient to possible futures. Previous research has shown that history is important when students think about the future but that their use of history in meaning-making is simplistic and based on present-day-thinking. Much research has focused on advancing students’ ability to use history in orientation to possible futures, but less attention has been focused on contemporary studies and its role in the process of orientation. By introducing a tentative concept, civic consciousness, the issue of students’ orientation is explored by studying students’ perspectives on democracy in past-present-future. The data consists of 142 narratives and reveals a pattern of normative stances, process orientation and action orientation. These aspects are considered to be important components of civic consciousness and these have implications for how social studies educators should address the challenges of preparing students for the future.

Guided by Principles. Shaping the State of California's Role in K-12 Public School Facility Funding. Full Policy Research Working Paper

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Vincent, Jeffrey M.; Gross, Liz S.

2015-01-01

K-12 public school facilities need regular investment to ensure student health and safety and support educational programming. Yet, the future of K-12 school facility funding in California is uncertain. A strong state-local partnership has existed that funded new construction, modernization, and other investments in public school facilities across…

Quasi-free K+ photo-production in 12C

International Nuclear Information System (INIS)

Maeda, K.; Yamazaki, H.; Asano, S.; Emura, T.; Endo, I.; Endo, S.; Ito, S.; Itoh, H.; Ifuku, K.; Konno, O.; Koike, M.; Maruyama, K.; Niki, K.; Niwa, K.; Okuno, H.; Sakaguchi, A.; Sasaki, T.; Suda, T.; Sumi, Y.; Takeya, M.; Terasawa, T.; Uchida, H.; Yamashita, H.; Yoshida, K.

1994-01-01

Quasi-free K + photo-production in the 12 C(γ,K + ) reaction has been investigated in a photon energy range of 0.7-1.1GeV. Differential cross sections for the quasi-free process of the 12 C(γ,K + ) reaction have been obtained and they are compared with a calculation of a quasi-free K + photo-production. The effective proton number Z eff =4.2±0.6 obtained from the experiment was in good agreement with a calculation of a semi-classical attenuation model. ((orig.))

Innovation in Public Service Delivery: Civic Participation in Slovakia

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Beata M. Merickova

2016-06-01

Full Text Available Participation as such is connected with political, social and civic dimensions. Through participation, citizens can directly or indirectly help to make the public process become more transparent and more efficient. It allows citizens “to see" into a decision-making process, to understand it, as well as contribute and be able to control it. In practice, civic participation has various forms; it includes both formal civic associations and informal groups of citizens that develop activities in order to solve local problems. In this paper we focus on civic participation in the innovation in the provision of public services, i.e. co-creation. Our objective is to map the best practices of co-creation in social innovations at the local government level in Slovakia. The main findings of our analysis are that co-created innovations are mostly initiated by non-governmental actors. Our study uses a qualitative approach and is based on original survey data from our own research, conducted mainly within the LIPSE research project.

Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth.

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Jagers, Robert J; Lozada, Fantasy T; Rivas-Drake, Deborah; Guillaume, Casta

2017-07-01

This study used short-term longitudinal data to examine the contributions of democratic teaching practices (e.g., the Developmental Designs approach) and equitable school climate to civic engagement attitudes, beliefs, and behaviors among 515 Black and Latino middle school students (47.9% male). Concurrent experiences of democratic homeroom and classroom practices, and equitable school climate were associated with higher scores on each civic engagement component. The relation between classroom practices and civic attitudes was more robust when school climate was seen as more equitable. Longitudinally, homeroom practices and equitable school climate predicted higher civic attitudes 1 year later. Discussion focuses on civic attitudes and future research on school experiences that support civic engagement among youth of color. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Enhancing Civic Education through the Use of Assigned Advocacy, Argumentation, and Debate across the Curriculum

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Zorwick, Leslie Wade; Wade, James M.

2016-01-01

Evidence shows that the skills and dispositions that lead to thoughtful and effective participation in civic life can be developed and promoted through participation in assigned advocacy, argumentation, and debate. We argue that debate and argumentation are uniquely well suited to be implemented across the curriculum, which means that students…

Anil K Rajvanshi

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Anil K Rajvanshi. Articles written in Resonance – Journal of Science Education. Volume 12 Issue 3 March 2007 pp 4-12 General Article. Nikola Tesla – The Creator of the Electric Age · Anil K Rajvanshi · More Details Fulltext PDF. Volume 13 Issue 7 July 2008 pp ...

Happiness Is the Way: Paths to Civic Engagement between Young Adulthood and Midlife

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Fang, Shichen; Galambos, Nancy L.; Johnson, Matthew D.; Krahn, Harvey J.

2018-01-01

Directional associations between civic engagement and happiness were explored with longitudinal data from a community sample surveyed four times from age 22 to 43 (n = 690). Autoregressive cross-lagged models, controlling for cross-time stabilities in happiness and civic engagement, examined whether happiness predicted future civic engagement,…

Intergroup Contact and Peacebuilding: Promoting Youth Civic Engagement in Northern Ireland

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Shelley McKeown

2017-10-01

Full Text Available Focusing on the post-accord generation in Northern Ireland, this study aimed to examine the role of intergroup contact in promoting support for peacebuilding and youth civic engagement. The sample comprised 466 youth (aged 14-15; 51% Catholic, 49% Protestant who were born after the 1998 Good Friday/Belfast Agreement and therefore represent a ‘post-accord’ generation. Recruited through their schools, youth completed scales on intergroup contact (quality and quantity, support for peacebuilding, and civic engagement. Hypotheses were tested using structural equation modelling and bootstrapped mediation in MPlus. Results found that support for peacebuilding partially mediated the association between higher quality and higher quantity contact and greater civic engagement (volunteering and political participation. Findings demonstrate that youth who are living with the legacy of protracted intergroup conflict can support peacebuilding and engage in constructive behaviours such as civic engagement. By recognising the peacebuilding potential of youth, especially in a post-accord generation, the findings may inform how to promote youth civic engagement and social reconstruction after conflict.

Mixed Methods Evaluation of Statewide Implementation of Mathematics Education Technology for K-12 Students

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Brasiel, Sarah; Martin, Taylor; Jeong, Soojeong; Yuan, Min

2016-01-01

An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as…

Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices

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Mozolic, Jennifer; Shuster, Julia

2016-01-01

This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…

Social Media-Based Civic Engagement Solutions for Dengue Prevention in Sri Lanka: Results of Receptivity Assessment

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Lwin, May O.; Vijaykumar, Santosh; Foo, Schubert; Fernando, Owen Noel Newton; Lim, Gentatsu; Panchapakesan, Chitra; Wimalaratne, Prasad

2016-01-01

This article focuses on a novel social media-based system that addresses dengue prevention through an integration of three components: predictive surveillance, civic engagement and health education. The aim was to conduct a potential receptivity assessment of this system among smartphone users in the city of Colombo, the epicenter of the dengue…

Challenging Popularized Narratives of Immigrant Youth from West Africa: Examining Social Processes of Navigating Identities and Engaging Civically

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Watson, Vaughn W. M.; Knight-Manuel, Michelle G.

2017-01-01

Given polarizing popular-media narratives of immigrant youth from West African countries, we construct an interdisciplinary framework engaging a Sankofan approach to analyze education research literature on social processes of navigating identities and engaging civically across immigrant youth's heritage practices and Indigenous knowledges. In…

Small groups, contexts, and civic engagement: A multilevel analysis of United States Congregational Life Survey data.

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Whitehead, Andrew L; Stroope, Samuel

2015-07-01

Prior research suggests that church-goers are more civically engaged than their non-church-going counterparts. Little is known, however, about how the popular phenomenon of small groups factors into this equation. In the present study, we examine relationships between small group participation at individual and congregation levels and civic engagement. Using multilevel modeling and national data on congregations and individuals from the U.S. Congregational Life Study (n=82,044), we find that: (1) individual-level small group involvement is associated with four measures of civic engagement; (2) congregation-level small group participation is associated with both lower and higher civic engagement in the case of two outcomes; and (3) in the case of three civic outcomes, congregation-level small group participation moderates individual-level small group involvement such that small group members' civic activity more closely resembles the lower civic engagement of small group nonparticipants. In the case of one civic outcome, at high levels of overall small group participation, small group members' civic engagement drops below that of small group nonparticipants. Explanations for these findings, including a "crowding out" effect, are examined including their complex implications for debates regarding small groups, religious involvement, and civic engagement. Copyright © 2014 Elsevier Inc. All rights reserved.

Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

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Burrell, S.

2012-12-01

Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

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Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie

2018-01-01

The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit,…

Hip-Hop Citizens: Arts-Based, Culturally Sustaining Civic Engagement Pedagogy

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Kuttner, Paul J.

2016-01-01

Amid concerns about the decreasing political engagement of young people, scholars and policy makers have begun discussing the "civic achievement gap," disparities in civic capacity between low-income students and Students of Color and their White, wealthier counterparts. While this scholarship raises important issues, it often relies on…

Identity styles, positive youth development, and civic engagement in adolescence.

Science.gov (United States)

Crocetti, Elisabetta; Erentaitė, Rasa; Zukauskienė, Rita

2014-11-01

Identity formation is a core developmental task of adolescence. Adolescents can rely on different social-cognitive styles to seek, process, and encode self-relevant information: information-oriented, normative, and diffuse-avoidant identity styles. The reliance on different styles might impact adolescents' adjustment and their active involvement in the society. The purpose of this study was to examine whether adolescents with different identity styles report differences in positive youth development (analyzed with the Five Cs-Competence, Confidence, Character, Connection, and Caring-model) and in various forms of civic engagement (i.e., involvement in school self-government activities, volunteering activities, youth political organizations, and youth non-political organizations). The participants were 1,633 (54.1 % female) 14-19 year old adolescents (M age = 16.56, SD age = 1.22). The findings indicated that adolescents with different identity styles differed significantly on all the Five Cs and on two (i.e., involvement in volunteering activities and in youth non-political organizations) forms of civic engagement. Briefly, adolescents with an information-oriented style reported high levels of both the Five Cs and civic engagement; participants with a normative style reported moderate to high scores on the Five Cs but low rates of civic engagement; diffuse-avoidant respondents scored low both on the Five Cs and on civic engagement. These findings suggest that the information-oriented style, contrary to the diffuse-avoidant one, has beneficial effects for both the individual and the community, while the normative style has quite beneficial effects for the individual but not for his/her community. Concluding, adolescents with different identity styles display meaningful differences in positive youth development and in rates of civic engagement.

The Comparative Impacts of Social Justice Educational Methods on Political Participation, Civic Engagement, and Multicultural Activism

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Krings, Amy; Austic, Elizabeth A.; Gutiérrez, Lorraine M.; Dirksen, Kaleigh E.

2015-01-01

This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students' commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education…

The Role Played by the Family in Shaping Early and Middle Adolescent Civic Responsibility

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Lenzi, Michela; Vieno, Alessio; Santinello, Massimo; Nation, Maury; Voight, Adam

2014-01-01

Adopting a multi-informant methodology, the current study examines the relative influence of multiple parental characteristics (civic responsibility, encouragement of civic action, parent-youth closeness) on adolescents' civic responsibility (local and global). The participants were 384 early and middle adolescents (47.9% male), randomly selected…

Understanding College Students' Civic Identity Development: A Grounded Theory

Science.gov (United States)

Johnson, Matthew R.

2017-01-01

This article presents the results of a study designed to understand the development of college students' civic identity--that is, an identity encompassing their knowledge, attitudes, values, and actions regarding civic engagement. Grounded theory was used to examine the experiences and attitudes of 19 college seniors who manifested strong civic…

Commercially Available or Home-Grown: A Cost-Effectiveness Analysis of K-12 Online Courses

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Proffitt, Susan

2014-01-01

Online learning in K-12 education is becoming a familiar option for students. By the end of 2011, all 50 states and the District of Columbia offered some form of online learning as an option for some students (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Online courses are appealing to students for a variety of reasons. The five most common…

Distance education: Physics through the University of South Carolina for pre-service and in-service K-12 teachers

Science.gov (United States)

Safko, John L.; Edge, Ronald D.

1997-03-01

For the past several years (10 years for JLS, 3 years for RDE) we have been offering telecommunications-based distance education for K-12 teachers through our Office of Distance Education. In addition to practicing teachers and those majoring in science education, we also enroll students who are working on their Master's of Art in Teaching. These latter students often have an undergraduate degree in some science and are completing content and methods courses for state certification as a teacher. These courses are delivered by video cassette and written material. The courses offered are a two semester introductory physics course (by JLS) and a one semester course in physics demonstrations and experiments suitable for the elementary/middle/high school with little or no sources of equipment (by RDE). These courses will be described in the next two sections. First, a few comments on the services provided by the Office of Distance Education and Instructional Services. The University of South Carolina has been offering courses by telecommunications instruction since 1972. During that time it has developed excellent support services for the instructor. Currently the university offers courses live over satellite links and by video cassette to over 10,000 students. The office provides recording capabilities as well as taking care of distribution of video and print materials. They coordinate the receipt and return of any assignments and exams and provide student services for questions about enrollment, supplies, and other technical problems versus content questions. Keeping all of this organized is a full time job for many staff.

Perceptions of Campus Climates for Civic Learning as Predictors of College Students' Mental Health

Science.gov (United States)

Mitchell, Joshua J.; Reason, Robert D.; Hemer, Kevin M.; Finley, Ashley

2016-01-01

This study explored whether three broad areas promoted students' mental health: perceptions of the climate related to civic learning, experiences on campus, and civic engagement. Campus climates for civic learning including the development of ethical and moral reasoning and the importance of contributing to community were the strongest predictors…

Generalized Trust Through Civic Engagement? Evidence from Five National Panel Studies

NARCIS (Netherlands)

van Ingen, Erik; Bekkers, René

2015-01-01

According to a popular version of social capital theory, civic engagement should produce generalized trust among citizens. We put this theory to the test by examining the causal connection between civic engagement and generalized trust using multiple methods and multiple (prospective) panel

The Link between Classroom Ethnic Diversity and Civic Attitudes in England, Sweden and Germany. Research Briefing No. 75

Science.gov (United States)

Janmaat, Jan Germen

2014-01-01

There is a widespread belief in educational circles that ethnically mixed schools contribute to inter-ethnic tolerance and community cohesion by making sustained inter-ethnic contact possible. This research explores the relation between classroom ethno-racial diversity and civic attitudes in England, Sweden and Germany using data from the…

[Civic religion, civil religion, secular religion. a historiographical investigation].

Science.gov (United States)

Boucheron, Patrick

2013-01-01

Because of its conceptual plasiticity, the term civic religion is now widely used by historians, particularly historians of the Middle Ages. Yet, as this article suggests, historians would do well to interrogate the relationships (which can be hidden) that this term bears to similar concepts such as Greek Roman civic religion, Enlightenment civil religion or even the secular religion that emerged in the work of 20(th) century thinkers.

Meteorites for K-12 Classrooms: NASA Meteorite Educational Materials

Science.gov (United States)

Lindstrom, M.; Allen, J.

1995-09-01

The fall of a new meteorite is an event that catches the interest of the public in matters of science. The threat of a huge impact like last year's comet Shoemaker-Levy 9 gives us all reason to evaluate such potential risks. NASA's meteorite educational materials use our natural interest in rocks from space to present classroom activities on planetary science. The meteorite educational package includes a meteorite sample disk, a teachers's guide and a slide set. The sample disk is a lucite disk containing chips of six different kinds of meteorites (3 chondrites, achondrite, iron, stony-iron). EXPLORING METEORITE MYSTERIES is a teacher's guide with background information and 19 hands-on or heads-on activities for grades 4-12. It was prepared in a partnership of planetary scientists and teachers. The slide set consists of 48 slides with captions to be used with the activities. The materials will be available in Fall 1995. Teachers may obtain a loan of the whole package from NASA Teacher Resource Centers; researchers may borrow them from the JSC meteorite curator. The booklet is available separately from the same sources, and the slide set will be available from NASA CORE. EXPLORING METEORITE MYSTERIES is an interdisciplinary planetary science unit which teaches basic science concepts and techniques together with math, reading, writing and social studies The activities are done in a variety of different teaching styles which emphasize observation, experimentation and critical thinking. The activities are ideal for middle schools where teaming makes interdisciplinary units desireable, but most of the activities can be easily modified for grade levels from upper elementary through high school. Meteorites are a natural subject for interdisciplinary teaching because their study involves all fields of science and offers fascinating historical accounts and possibilities for creative expression. Topics covered in EXPLORING METEORITE MYSTERES are centered around basic

Feel Free to Change Your Mind. A Response to "The Potential for Deliberative Democratic Civic Education"

Science.gov (United States)

Parker, Walter

2011-01-01

Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a…

A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource

Science.gov (United States)

Hunter, Leah J.; Hall, Cristin M.

2018-01-01

Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States…

Beyond Concern: K-12 Faculty and Staff's Perspectives on Privacy Topics and Cybersafety

Science.gov (United States)

Hipsky, Shellie; Younes, Wiam

2015-01-01

In a time when discussions about information privacy dominate the media, research on Cybersafety education reveals that K-12 teachers and staff are concerned about information privacy in schools and they seek to learn more about the protection of their students' and own personal information online. Privacy topics are typically introduced to the…

An Exploratory Study of the Ascendancy of Women to the Position of K-12 Superintendent

Science.gov (United States)

Hanson, Karen M.

2011-01-01

Despite earning over half of the doctoral degrees in education, women are underrepresented in the position of K-12 superintendent. In 2000, although 72% of all classroom teachers were female, only 14% of all superintendents in the United States were women. Research indicates that women experience barriers in their ascendancy to superintendent.…

More than Winning: When Students become Teachers of Civic Engagement

Science.gov (United States)

Markham, Paul N.

2014-01-01

This essay is an account of student civic engagement in action. It stresses the vital role of environments in which students learn to be civic actors. The student experiences recorded in this account point toward a form of campus politics that places students in a role of coworker and cocreator, where they must negotiate differences and…

The civic turn of immigrant integration policies in the Scandinavian welfare states

DEFF Research Database (Denmark)

Borevi, Karin; Jensen, Kristian Kriegbaum; Mouritsen, Per

2017-01-01

This special issue addresses the question of how to understand the civic turn within immigrant integration in the West towards programs and instruments, public discourses and political intentions, which aim to condition, incentivize, and shape through socialization immigrants into ‘citizens’. Emp...... thesis and its descriptive and explanatory claims, and explain why studying the Scandinavian welfare states can further our understanding of the nature of the civic turn and its driving forces. Before concluding, we discuss whether civic integration policies actually work....

Moral Bioenhancement for Social Welfare: Are Civic Institutions Ready?

Directory of Open Access Journals (Sweden)

John R. Shook

2017-12-01

Full Text Available Positive assessments of moral enhancement too often isolate intuitive notions about its benefits apart from the relevance of surrounding society or civic institutions. If moral bioenhancement should benefit both oneself and others, it cannot be conducted apart from the enhancement of local social conditions, or the preparedness of civic institutions. Neither of those considerations has been adequately incorporated into typical neuroethical assessments of ambitious plans for moral bioenhancement. Enhancing a person to be far less aggressive and violent than an average person, what we label as “civil enhancement,” seems to be quite moral, yet its real-world social consequences are hardly predictable. A hypothetical case about how the criminal justice system would treat an offender who already received civil enhancement serves to illustrate how civic institutions are unprepared for moral enhancement.

How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

Directory of Open Access Journals (Sweden)

Fuyu Shimomura

2016-02-01

Full Text Available Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.

The producers of civic websites for young people in the Netherlands

NARCIS (Netherlands)

Hirzalla, F.

2008-01-01

The aim of CivicWeb work package 7 is to investigate the organisational properties of (civic) youth websites, and to assess how the producers of these websites conceptualise their work and audiences. In the Netherlands, we conducted interviews with the producers of twelve websites to investigate

K-12 Online Teacher Beliefs: Relationships among Intelligence, Confidence, Teacher-Student Interactions, and Student Outcomes

Science.gov (United States)

Vander Ploeg, Guadalupe

2012-01-01

The vigorous expansion of online learning in K-12 education is a recent change to the conceptualization of schooling that has been occurring for more than 10 years. However, methods used for recruiting, hiring, and preparing online teachers have not been altered beyond the current federal standard defined by No Child Left Behind of Highly…

G K Suryaprakash

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. G K Suryaprakash. Articles written in Resonance – Journal of Science Education. Volume 22 Issue 12 December 2017 pp 1111-1153 General Article. George Andrew Olah: Across Conventional Lines · Ripudaman Malhotra Thomas Mathew G K Suryaprakash.

Classifying K-12 Blended Learning

Science.gov (United States)

Staker, Heather; Horn, Michael B.

2012-01-01

The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

Between Mere Tolerance and Robust Respect: Mutuality as a Basis for Civic Education in Pluralist Democracies

Science.gov (United States)

Rosenblith, Suzanne; Bindewald, Benjamin

2014-01-01

This essay by Suzanne Rosenblith and Benjamin Bindewald is motivated by the question of how do those who value civic liberalism give the religiously orthodox a reason to engage in pluralist democratic deliberations in a manner that does not allow intolerance to undermine the foundations of liberal democracy. Introducing the idea of tolerance as…

Investigating General and Specific Links from Adolescents' Perceptions of Ecological Assets to Their Civic Actions

Science.gov (United States)

Wray-Lake, Laura; Sloper, Michelle A.

2016-01-01

Civic engagement is an important marker of thriving among adolescents, and more research is needed that clarifies the ecological assets (positive supports across settings) that foster youth civic engagement. Simultaneously modeling associations between multiple ecological assets and civic behaviors can provide a nuanced view of the way…

Civic Engagement and Environmental Sustainability in Teaching and Learning at Higher Education Institution in South Africa

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Nhokodi Tererai

2016-12-01

Full Text Available This article seeks to provide an outline the scope of professional teaching and learning activities and their connection to civic engagement and the achievement of environmental sustainability at Rhodes University and in Makana Local Municipality. Activities in the context of rainwater water harvesting and sanitation research are used as examples. The improved hydrogen-sulphide test kit was used as the tool for the assessment of microbial water quality between April and July 2016. An approach to the improvement in the design and modelling of the performance of ventillated improved pit latrines under laboratory conditions is also described. All activities described have been taking place in the context of undergraduate and postgraduate student research projects at Rhodes University. They have implications for teaching and learning, civic engagement and environmental sustainability. Teaching and learning of the concepts of sustainability can facilitate the development of the necessary connection between academia and the society at large. This can have a significant positive effect on societal conditions in South Africa. Further endeavours similar those described in this article should be stimulated in South and beyond.

Perceptions of diversity and attitudes of tolerance in the 'fragmented' U.K

DEFF Research Database (Denmark)

Duru, Deniz Neriman; Hanquinet, Laurie; Cesur, Nazli Sila

2017-01-01

reveal the role of younger age, diverse networks, higher education, attachment to city/region and supranational identifications in more open attitudes towards diversity. The qualitative findings illustrate how diverse these three groups’ attitudes of tolerance can be and how they are affected...... by their position and status in the U.K. The British’ attitudes show their tolerance can reflect diverse forms of acceptance of ethnic and cultural differences but can also draw lines in terms of civic values opposing ‘those who contribute to society’ versus those who ‘live as parasites’. The Turks are in favour......Relying on a quantitative survey (n = 1497) and semi-structured interviews (n = 30) conducted in the U.K., we explore British nationals’, Romanian and Turkish migrants’ attitudes of tolerance and the factors influencing them in the current socio-political context in the U.K. The quantitative data...

Civic Orientation in Cultures of Privilege: What Role Do Schools Play?

Science.gov (United States)

Ballard, Parissa J.; Caccavale, Laura; Buchanan, Christy M.

2015-01-01

The context of privilege provides unique opportunities and challenges for youth civic development. A mixed-method approach was used to examine links between school-based community service, school climate, and civic orientation among students in cultures of privilege. Surveys completed by students (N = 376) at two private high schools--one with an…

Civic Journalism and Nonelite Sourcing: Making Routine Newswork of Community Connectedness.

Science.gov (United States)

Massey, Brian L.

1998-01-01

Compares the number of "average" citizens brought into the news in three newspapers. Finds nonelite information sources in numerical parity with elite sources in a civic-journalism newspaper, but finds the frequency and directness of their news voices largely unchanged. Finds that routine civic journalism did more to tone down elites'…

Soil Science Society of America - K-12 Outreach

Science.gov (United States)

Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

2013-04-01

The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

K Hussian Reddy

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. K Hussian Reddy. Articles written in Resonance – Journal of Science Education. Volume 4 Issue 6 June 1999 pp 67-77 General Article. Coordination Compounds in Biology - The Chemistry of Vitamin B12 and Model Compounds · K Hussian Reddy.

Construction of non-viral vector (mPEG5k-PCL1.2k)1.4-g-PEI10k and its gene delivery efficacy in vitro

OpenAIRE

Wei HUANG; Ming LV; Zhong-gao GAO; Ming-ji JIN; Fei-fei YANG; Yu-li WANG

2011-01-01

Objective To construct(mPEG5k-PCL1.2k)1.4-g-PEI10k,a copolymer designed as delivery vector for non-viral gene therapy,and explore its cytotoxicity and efficacy in delivery of plasmid DNA(pDNA).Methods The copolymer,mPEG5k-PCL1.2k-OH,was prepared by ring-opening polymerization and then followed by a conversion of hydroxyl terminal(-OH) into N-hydroxysuccinimide(NHS) to prepare mPEG5k-PCL1.2k-NHS.One of the branches,PEI10k,was then reacted with mPEG5k-PCL1.2k-NHS to synthesize a ternary copolym...

Student mobility and European identity: Erasmus study as a civic experience?

Directory of Open Access Journals (Sweden)

Kristine Mitchell

2012-12-01

Full Text Available From its inception, the Erasmus student exchange programme has been promoted by the European Commission as a “civic experience” that instils or enhances a European consciousness among participants. Recent scholarship on European identity has made similar claims about the civic significance of foreign study, yet the empirical basis for these claims remains a subject of debate. This article unpacks the logic of the civic view of Erasmus and submits the individual assumptions to empirical investigation. Based on a survey of more than 2000 respondents from 25 EU countries, this study has the advantage of being both larger and more multinational in composition than the major previous studies. The data largely support the logic of the civic view of Erasmus, demonstrating the intercultural nature of the sojourn abroad, providing compelling evidence that the Erasmus experience contributes to attitudinal changes about Europe among participants, and highlighting significant differences between the Erasmus students and those who do not study abroad when it comes to levels of support for the EU and extent of identifying as European.

Civil Society and Civic Consciousness = Sivil Toplum ve Sosyal Bilinç

Directory of Open Access Journals (Sweden)

Mert BİLGİN

2004-01-01

Full Text Available The meta-narratives of modern times are considered as the most significant factors impeding the development of the civil society' that coincided with the western definition of democracy. Nevertheless, this article suggests that the real problem was institutional inadequacy, which was produced by lack of civic consciousness. The best evidence for this argument is the search by theoreticians for a civic consciousness despite their different ideological orientations. Indeed, the demise of meta-narratives in post-modern times does not tend to lead to a more civil society because of the vicissitude of this extant institutional inadequacy, which appears to be created by the decline of cultural understanding of civic consciousness.

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

Energy Technology Data Exchange (ETDEWEB)

Anne Seifert; Louis Nadelson

2011-06-01

Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

The Metamorphosis by K. (12)

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