Belief in Citizenship: A Confirmatory Grounded Theory Case Study of High School Civics Teacher Perceptions of Constructivist Instructional Approaches

Autor/in	Stukenberg, Steven
Titel	Belief in Citizenship: A Confirmatory Grounded Theory Case Study of High School Civics Teacher Perceptions of Constructivist Instructional Approaches
Quelle	(2022), (143 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1727-2
Schlagwörter	Hochschulschrift; Dissertation; High School Teachers; Civics; Citizenship; Constructivism (Learning); Teaching Methods; Teacher Attitudes; Public School Teachers; Curriculum; Simulation; Service Learning; Current Events; Discussion (Teaching Technique); Political Attitudes; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Staatsbürgerkunde; Staatsbürgerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Curricula; Lehrplan; Rahmenplan; Simulation program; Simulationsprogramm; Service-Learning; Aktualität; Political attitude; Politische Einstellung
Abstract	The aim of this confirmatory grounded theory case analysis was to investigate the perceptions of high school civics teachers on the new Illinois civics curriculum and how this relates to concepts of citizenship. This qualitative study involved focus groups consisting of 20 public high school civics teachers to investigate the use of the constructivist teaching strategies of discussion, simulations and service learning. Results indicated that student-initiated conversations of current events that applied class content was prioritized as the preferred form of the engaging strategy of discussion. However, teachers expressed some caution when topics were determined to be too controversial. Additionally, teachers shared their students' enthusiasm for simulations that applied an understanding of complex governmental processes. The implementation of service-learning suggested student association with the community, but the results were more mixed. Some teachers were content with their student's service-learning outcomes while others were uncertain of the conclusive impact on student learning. The teachers asserted their overall approval of the new curriculum and were optimistic that implementation of the constructivist strategies could lead to their student's increased political efficacy, though results revealed a more limited definition of citizenship on the part of civics teachers. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01