Fostering Democratic and Social-Emotional Learning in Action Civics Programming: Factors That Shape Students' Learning from "Project Soapbox"

Autor/inn/en	Andolina, Molly W.; Conklin, Hilary G.
Titel	Fostering Democratic and Social-Emotional Learning in Action Civics Programming: Factors That Shape Students' Learning from "Project Soapbox"
Quelle	In: American Educational Research Journal, 57 (2020) 3, S.1203-1240 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219869599
Schlagwörter	Social Development; Emotional Development; Civics; Citizenship Education; High School Students; Curriculum Implementation; Program Effectiveness; Alignment (Education); Student Experience; Empathy; Public Speaking; Adolescents; Public Schools; Democracy; Minority Group Students; Low Income Students; Student Participation; Political Attitudes; Classroom Environment; Community Problems; Community Action; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Empathie; Vortrag; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Demokratie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Political attitude; Politische Einstellung; Klassenklima; Unterrichtsklima
Abstract	This research examines the factors that shape high school students' experiences with an action civics program--"Project Soapbox"--that fosters democratic and social-emotional learning. Drawing on pre- and postsurveys with 204 students, classroom observations, teacher interviews, student work samples, and student focus group interviews, the study illuminates how specific features of the curriculum and its implementation are linked to its promising outcomes. Our findings indicate that the curriculum's emphases and structure, along with instructional decisions and context, play key roles in influencing student outcomes. "Project Soapbox"'s power lies in its alignment with many well-established civic education best practices and in its intentional linkage with key social-emotional learning practices, many of which are newly recognized as having particular civic import. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01