High-Impact Teaching Practices and Undergraduates' Political Efficacy

Autor/in	Reynolds, Marcie L.
Titel	High-Impact Teaching Practices and Undergraduates' Political Efficacy
Quelle	In: Journal of Political Science Education, 19 (2023) 1, S.107-118 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2022.2130071
Schlagwörter	Teaching Methods; Educational Practices; Instructional Effectiveness; Undergraduate Students; Political Attitudes; Self Efficacy; Knowledge Level; Citizen Participation; Age Groups; Service Learning; Core Curriculum; Partnerships in Education; Government School Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Unterrichtserfolg; Political attitude; Politische Einstellung; Self-efficacy; Selbstwirksamkeit; Wissensbasis; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Age grop; Altersgruppe; Service-Learning; Kerncurriculum; Hochschulpartnerschaft
Abstract	The scholarship supports the effectiveness of high-impact practices (HIPs) to advance undergraduates' political knowledge and engagement. A line of inquiry asks which type of HIPs is the most effective, especially for core (required) courses with students from a variety of degree programs. In 2022, many students are from Generation Z, born between 1995 and 2000. Surveys of this generation find distinct learning preferences and a lack of political efficacy (or a limited sense of government responsiveness). Core government courses provide a means to address learning preferences with HIPs, as well as increase political knowledge and a sense of efficacy. Initially, a quasi-research project interrupted by the COVID-19 pandemic, this exploratory study compares two HIPs--embedded service learning and Town Hall Meeting model--and political efficacy measures of students across time and type of class. A significant body of work is devoted to service learning but scholarly investigations of the Town Hall Model are more limited. Comparing two HIPs and applying a political efficacy measure offers a guide for future research and contributes to scholarly conversations regarding the most effective teaching strategies for undergraduate students taking core government courses. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01