Citizenship Education and Civics Competency: A Plausible Intersection of Philosophy and Community

Autor/in	Wilson, Jeffrey Scott
Titel	Citizenship Education and Civics Competency: A Plausible Intersection of Philosophy and Community
Quelle	(2008), (245 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-4704-1
Schlagwörter	Hochschulschrift; Dissertation; Citizenship Education; Program Effectiveness; Private Schools; Civics; National Competency Tests; Grade 12; Difficulty Level; Statistical Significance; Comparative Analysis; Comparative Testing; Academic Achievement; Competence; Educational Researchers; Professional Training; Theory Practice Relationship; Educational Philosophy; Knowledge Level; Data Analysis; Hypothesis Testing; Teaching Models; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Private school; Privatschule; Staatsbürgerkunde; School year 12; 12. Schuljahr; Schuljahr 12; Schwierigkeitsgrad; Schulleistung; Kompetenz; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Berufliche Fachbildung; Berufliche Fortbildung; Theorie-Praxis-Beziehung; Bildungsphilosophie; Erziehungsphilosophie; Wissensbasis; Auswertung; Hypothesenprüfung; Hypothesentest; Lehrmodell
Abstract	The relationship between the philosophical orientation of a high school citizenship education program and the kinds of competencies that students exhibit on a nationally administered civics knowledge assessment was investigated. The researcher imposed a philosophical paradigm of political perfectionism on the citizenship education curriculum in private schools, further imposing a philosophical paradigm of political neutrality on the citizenship education curriculum in public schools. The researcher hypothesized that greater analytical rigor in a philosophically perfectionist citizenship education program would correlate with statistically significant differences between private and public school student performance on the 1998 National Assessment of Educational Progress (NAEP), when students were tasked to evaluate, take, and defend a position. The researcher used data from the twelfth-grade level 1998 NAEP as a baseline subject data set. The results revealed statistically significant differences between public and private school students in terms of question type and difficulty, indicating that students in philosophically perfectionist citizenship education programs performed better than students in philosophically neutral citizenship education programs on harder, more complex questions. However, the results revealed no statistically significant difference between public and private school student performance on the NAEP in terms of question task, indicating that students in philosophically perfectionist citizenship education programs did not evaluate, take, and defend positions significantly better than students in philosophically neutral programs. The researcher recommends further investigation into the relationship between philosophical curricular orientation and analytical rigor in citizenship education, where philosophically-trained researchers would craft philosophically-oriented assessments using the philosophical constructs of perfectionism and neutrality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10