Influence of Teachers and Schools on Students' Civic Outcomes in Latin America

Autor/inn/en	Treviño, Ernesto; Béjares, Consuelo; Villalobos, Cristóbal; Naranjo, Eloísa
Titel	Influence of Teachers and Schools on Students' Civic Outcomes in Latin America
Quelle	In: Journal of Educational Research, 110 (2017) 6, S.604-618 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1164114
Schlagwörter	Teaching Methods; Citizenship Education; Teacher Attitudes; Civics; Student Attitudes; Foreign Countries; Citizen Participation; Cultural Pluralism; Prediction; Teacher Role; Correlation; Socioeconomic Status; Outcomes of Education; Educational Practices; Democratic Values; Educational Environment; Regression (Statistics); Chile; Colombia; Mexico + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerverhalten; Staatsbürgerkunde; Schülerverhalten; Ausland; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kulturpluralismus; Vorhersage; Lehrerrolle; Korrelation; Socio-economic status; Sozioökonomischer Status; Lernleistung; Schulerfolg; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Regression; Regressionsanalyse; Kolumbien; Mexiko
Abstract	The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01