Initial Findings from the IEA International Civic and Citizenship Education Study

Autor/inn/en	Schulz, Wolfram; Ainley, John; Fraillon, Julian; Kerr, David; Losito, Bruno
Institution	International Association for the Evaluation of Educational Achievement
Titel	Initial Findings from the IEA International Civic and Citizenship Education Study
Quelle	(2010), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-9-0795-4906-1
Schlagwörter	Citizenship; Student Attitudes; Citizenship Education; Student Interests; Civics; Measures (Individuals); Student Characteristics; Knowledge Level; Comparative Education; International Education; Regional Characteristics; Institutional Characteristics; Educational Change; Citizen Participation; Student Participation; Context Effect; Institutional Role; School Role; Family Influence; Family Characteristics + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Schülerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Studieninteresse; Staatsbürgerkunde; Messdaten; Wissensbasis; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Regionaler Faktor; Bildungsreform; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. It investigated student knowledge and understanding of civics and citizenship as well as student attitudes, perceptions, and activities related to civics and citizenship. It also examined differences among countries in relation to these outcomes of civic and citizenship education, and it explored how differences among countries relate to student characteristics, school and community contexts, and national characteristics. ICCS considered six research questions concerned with the following: (1) Variations in civic knowledge; (2) Changes in content knowledge since 1999; (3) Student interest in engaging in public and political life and their disposition to do so; (4) Perceptions of threats to civil society; (5) Features of education systems, schools, and classrooms related to civic and citizenship education; and (6) Aspects of student background related to the outcomes of civic and citizenship education. ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in over 5,300 schools from 38 countries. The study revealed considerable variation across and within participating countries in civic knowledge. On a scale with a standard deviation of 100 points, the difference between the top and bottom quartiles of the country distribution was 60 points. In the four highest-performing countries, more than half of the students were at the highest of three proficiency levels. In the four lowest-performing countries, more than 70 percent of student scores were in the lowest three proficiency levels. Girls gained significantly higher civic knowledge scores than did boys in nearly all of the ICCS countries. Appendices include: (1) Institutions and staff; (2) ICCS participation rates and sample sizes; (3) The scaling of ICCS questionnaire items; and (4) Item-by-score maps for questionnaire scales. (Contains 30 tables, 6 figures and 10 footnotes.) (ERIC).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10