Examining Students' Perception of Classroom Openness as a Predictor of Civic Knowledge: A Cross-National Analysis of 38 Countries

Autor/in	Lin, Alex Romeo
Titel	Examining Students' Perception of Classroom Openness as a Predictor of Civic Knowledge: A Cross-National Analysis of 38 Countries
Quelle	In: Applied Developmental Science, 18 (2014) 1, S.17-30 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2014.864204
Schlagwörter	Civics; Citizenship Education; Foreign Countries; Student Attitudes; Classroom Environment; Correlation; Knowledge Level; Socioeconomic Status; Political Issues; Secondary School Students; Adolescents; Democratic Values; Cognitive Processes; Cross Cultural Studies; Cultural Differences; Asia + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Schülerverhalten; Klassenklima; Unterrichtsklima; Korrelation; Wissensbasis; Socio-economic status; Sozioökonomischer Status; Politischer Faktor; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Cognitive process; Kognitiver Prozess; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Asien
Abstract	Civic knowledge is critical to interpreting various policy and candidate issues that are necessary to participating in certain political activities, such as voting in elections or attending public demonstrations. Various studies have examined students' perceptions of classroom openness, which reflects perceived levels of political discussion supported by peers in the classrooms, to understand how this measure relates to students' civic behaviors. This study analyzes data from the 2009 International Civic and Citizenship Education Study, in which approximately 134,000 students were sampled from 38 countries across Europe, Asia, and Latin America. Results from three-level hierarchal linear modeling suggest that students' perceptions of classroom openness are strongly related to their civic knowledge scores. Further analyses indicate that the relationship strength between these two measures do not vary across students from different socioeconomic backgrounds. These findings reaffirm the importance of curricular approaches that emphasize political discussions in classrooms to prepare students for active citizenship. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10