The Role of the Elementary Teacher in Fostering Civic Efficacy

Autor/in	Serriere, Stephanie C.
Titel	The Role of the Elementary Teacher in Fostering Civic Efficacy
Quelle	In: Social Studies, 105 (2014) 1, S.45-56 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2013.806291
Schlagwörter	Social Studies; Teacher Role; Self Efficacy; Elementary School Students; Females; Dining Facilities; Activism; Student Participation; Citizen Participation; Interviews; Focus Groups; Observation; Inquiry; Relevance (Education); Student Diversity; Curriculum Development; Group Activities; Skill Development + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Lehrerrolle; Self-efficacy; Selbstwirksamkeit; Weibliches Geschlecht; Mensa; Aktivismus; Politischer Protest; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Interviewing; Interviewtechnik; Beobachtung; Relevance; Relevanz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Gruppenaktivität; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Drawing on a three-year multimethod study of civic engagement within "Dewey Elementary," this article identifies the contextual supports of civic efficacy. In particular, it works to map the role of the teacher in supporting the civic action and efficacy of six fifth-grade girls who requested changes to the school's existing lunch plan. An analysis presents four supports for the development of civic efficacy: building curriculum from life, asking questions, working in a diverse group, and practicing skills of civic activism. The author's conclusions point to particular social spaces and processes that facilitate civic efficacy, which can lead to better practices and policies for civic education in the younger years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10