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

Autor/inn/en	Reimers, Fernando M.; Ortega, Maria Elena; Cardenas, Mariali
Titel	Empowering Teaching for Participatory Citizenship. Evaluating Alternative Civic Education Pedagogies in Secondary School in Mexico.
Quelle	In: Journal of social science education, 13 (2014) 4, S. 41-55Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v13-i4-1357
Schlagwörter	Demokratische Bildung; Staatsbürgerliche Erziehung; Empirische Untersuchung; Mexiko; Partizipation; Politische Bildung; Öffentliche Schule; Unterrichtsplanung; Professionalität; Öffentliche Schule; Unterrichtsplanung; Partizipation; Politische Bildung; Sozialwissenschaftlicher Unterricht; Professionalität; Mexiko
Abstract	In spite of the fact that public schools were established to prepare students for citizenship, the alignment of teaching practice with this goal is poor. In part, this is because the knowledge base about the efficacy of curricular and pedagogical approaches in supporting specific civic outcomes is limited, as is our knowledge about the extent to which civic learning is constrained to pedagogical objectives specifically taught vs. the generalizability of what is learned to other civic outcomes. In this paper [the authors] evaluate the impact of three interventions aimed at training teachers to use a specific pedagogical approach (i.e. lesson planning, participatory learning, and a combination of both) to teach civic education to low-income eight-grade students in Nuevo Leon, Mexico. These pedagogies aimed at improving teacher practices used to teach the civic education curriculum and fostering a specific set student's civic skills. Using data from a cluster randomized experimental design at the classroom level, [the authors] found positive impact of the three civic education pedagogies on teacher practices reported by students. [The authors] also found statistically significant impacts on a range of students' civic dimensions explicitly targeted by the curriculum. Finally, [the authors] found limited or no evidence of transfer of effects to civic dimensions not explicitly targeted in the curriculum (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2015/3