Citizenship Education Longitudinal Study: Second Cross-Sectional Survey, 2004. Listening to Young People: Citizenship Education in England. Research Report RR626

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Autor/inn/en	Cleaver, Elizabeth; Ireland, Eleanor; Kerr, David; Lopes, Joana
Institution	National Foundation for Educational Research
Titel	Citizenship Education Longitudinal Study: Second Cross-Sectional Survey, 2004. Listening to Young People: Citizenship Education in England. Research Report RR626
Quelle	(2006), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8447-8434-7
Schlagwörter	Trust (Psychology); Student Attitudes; Citizenship Education; Foreign Countries; Longitudinal Studies; Educational Research; Instructional Effectiveness; Surveys; Secondary School Students; Secondary School Teachers; Attitude Measures; Teacher Attitudes; Case Studies; Literature Reviews; Curriculum Development; Context Effect; Knowledge Level; Student Behavior; Concept Formation; School Community Relationship; Student Participation; Social Problems; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsforschung; Pädagogische Forschung; Unterrichtserfolg; Survey; Umfrage; Befragung; Sekundarschüler; Lehrerverhalten; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Wissensbasis; Student behaviour; Concept learning; Begriffsbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social problem; Soziales Problem
Abstract	The Citizenship Education Longitudinal Study, conducted by the National Foundation for Education Research (NFER) on behalf of the Department for Education and Skills (DfES), aims to identify, measure and evaluate the extent to which effective practice in citizenship education develops in schools so that such practice can be promoted widely. The study begun in 2001 and will end in 2009. The research design of the Study is based on four interrelated components: (1) four cross-sectional surveys of Year 81, 10 and 12 students, their schools and their teachers; (2) a longitudinal survey of a cohort of Year 7 students tracking the whole Year 7 group through Years 9 and 11 and 13 (or equivalent when they are aged 18), their schools and their teachers; (3) twenty longitudinal school case studies; and (4) an annual literature review. This report focuses on the second cross-sectional survey which took place during the spring term of the academic year 2003-2004. More detailed information on the survey methodology can be found in Appendix 1 of this report. Following an executive summary and an introduction, the report divides into six sections. Section 2 provides updated information about the way in which schools are organizing and executing the citizenship curriculum. This provides vital background information about the contexts in which students are learning about citizenship and gaining opportunities to take part in citizenship related activities. The analysis moves on in Section 3 to address students' citizenship-related understanding, knowledge and behavior, inquiring about students' understanding of citizenship as a concept, whether their citizenship knowledge has increased, and whether citizenship will have any impact on their behavior. Section 4 takes as its focus students' views, trust and experiences, thus addressing the following questions: (1) do students feel they have a say in the running of their communities (both school and local)? (2) do they feel a sense of belonging to their schools and communities? (3) who do students trust? (4) what are students' views on key social issues? and (5) what are students' views on citizenship in practice? Section 5, the final analysis section of the report, considers the actual participation and engagement of students, focusing on whether students are engaging with, and participating in, their communities (school and local) and in what capacity; whether they are interested and engaged with politics and the political process and do they intend to engage in the future; and whether students use the media and which aspects of the media do they trust. Finally, Section 6 pulls together the key findings of the analysis in order to return to the aims and objectives highlighted in Section 1.4.3 and to provide some key considerations for those most closely involved in citizenship education: headteachers, citizenship coordinators, teachers, Non-governmental Organisations (NGOs) and the voluntary sector, researchers and policy makers. (Contains 26 figures.) [This report was produced by the Department for Education and Skills.] (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10