500,872 research outputs found
We the People... Project Citizen
We the People... Project Citizen is a civic education program for middle school students that promotes competent and responsible participation in state and local government. It actively engages students in learning how to monitor and influence public policy and encourages civic participation among students, their parents, and members of the community
Civic Purpose in Late Adolescence: Factors that Prevent Decline in Civic Engagement After High School
This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall decrease in civic engagement in the transition out of high school, both internal and social factors protected participants from steep civic decline. Interaction effects varied. Ethnicity and education interacted in different ways with the dimensions of civic purpose to predict change in traditional and expressive political engagement, and community service engagement
Examining the role of ideological and political education on university students' civic perceptions and civic participation in Mainland China: Some hints from contemporary citizenship theory
A long existing compulsive curriculum of ideological and political education is employed by the Chinese government to promote citizenship education among Chinese university students. This article builds on the findings of a mixed-methods research that examined the role of ideological and political education on university students’ civic perceptions and civic participation. The results showed little evidence of this curriculum having a clear effect on students’ political participation such as voting, as well as their idealized broad civic participation, but did reveal relatively positive effects on students’ civic intention and civic expression. In addition, it also identified its significant role in organizing students towards attending party-related activities. It shows that ideological and political education is insufficient to achieve specified aims of citizenship education among Chinese university students. We then argue that it results from a mechanistic understanding of citizenship and participation in educational policies and structural barriers to young people’s formal participation. Hence, this article argues that the forms and contents of citizenship education in China need to be reconsidered beyond the limits of the current ideological and political education and that the analyses contributed to an argument for a broader approach to citizenship education to be developed and adopted
Alaska Civic Learning Assessment Project: Final Report and Policy Brief
In late 2002, the Center for Information and Research on Civic Learning and
Engagement (CIRCLE) and Carnegie Corporation of New York, in consultation
with the Corporation for National and Community Service, convened a series of
meetings involving some of the nation’s most distinguished and respected
scholars and practitioners in the area of civic education. The purpose was to
determine, based on solid data and evidence, the components of effective and
feasible civic learning programs. Representing a diversity of political views, a
variety of disciplines, and various approaches, these individuals shared a
common vision of a richer, more comprehensive approach to civic education in
the United States, notwithstanding some disagreement about aspects of how
civic education should be conducted.
Their final report, entitled The Civic Mission of Schools, is a compelling statement
of the national landscape regarding civic learning and the critical role that schools
play in fostering citizenship education. Below is an excerpt from the report’s
Executive Summary:
For more than 250 years, Americans have shared a vision of a
democracy in which all citizens understand, appreciate, and
engage actively in civic and political life. In recent decades,
however, increasing numbers of Americans have disengaged from
civic and political institutions such as voluntary associations,
religious congregations, community-based organizations, and
political and electoral activities such as voting and being informed
about public issues. Young people reflect these trends: they are
less likely to vote and are less interested in political discussion and
public issues than either their older counterparts or young people of
past decades. As a result, many young Americans may not be
prepared to participate fully in our democracy now and when they
become adults.
Recognizing that individuals do not automatically become free and
responsible citizens but must be educated for citizenship, scholars;
teachers; civic leaders; local, state, and federal policymakers; and
federal judges, have with the encouragement of the president of the
United States, called for new strategies that can capitalize on
young people’s idealism and their commitment to service and
voluntarism while addressing their disengagement from political
and civic institutions. One of the most promising approaches to
increase young people’s informed engagement is school-based
civic education.
The CIRCLE report identified the following major reasons why schools are
ACLAP Final Report & Policy Brief Page 2
important venues for civic education:
• It is crucial for the future health of our democracy that all young
people, including those who are usually marginalized, be
knowledgeable, engaged in their communities and in politics,
and committed to the public good.
• Encouraging the development of civic skills and attitudes among
young people has been an important goal of education and was
the primary impetus for originally establishing public schools.
• Schools are the only institutions with the capacity and mandate
to reach virtually every young person in the country. Of all
institutions, schools are the most systematically and directly
responsible for imparting citizen norms.
• Schools are best equipped to address the cognitive aspects of
good citizenship—civic and political knowledge and related skills
such as critical thinking and deliberation.
• Schools are communities in which young people learn to
interact, argue, and work together with others, an important
foundation for future citizenship.
As a result of the CIRCLE report, the national Campaign for the Civic Mission of
Schools (CCMS) was launched in 2004, funded by the Carnegie Corp and the
Knight Foundation (www.civicmissionofschools.org). The CCMS campaign is
working with coalition members and advocates across the political spectrum to
dramatically elevate civic learning as an educational priority. The ultimate goal of
the campaign is to ensure that schools in the U.S. provide each and every
student with a citizenship education that allows them to acquire the skills,
knowledge and attitudes that will prepare them to be competent and responsible
citizens throughout their lives. Such citizens are those who:
• are informed and thoughtful about the history and processes of
American democracy and public and community issues and
have the ability to obtain information, think critically, and
participate in dialogue with others who hold different
perspectives;
• participate in their communities through organizations working
to address cultural, social, political, and religious interests and
beliefs;
• act politically using the skills, knowledge and commitment
needed to accomplish public purposes such as group problem
solving, public speaking, petitioning and protesting, and voting;
and
ACLAP Final Report & Policy Brief Page 3
• have moral and civic virtues such as concern for the rights and
welfare of others, social responsibility, tolerance and respect,
and belief in their ability to make a difference.
As part of the CCMS campaign, competitive grants were awarded to 18 states for
projects to advance civic learning. In September 2004, the Alaska Teaching
Justice Network (ATJN), a statewide coalition of public, educational, legal, and
judicial organizations and individuals dedicated to advancing law-related
education in Alaska, secured a small grant from the campaign to conduct the
Alaska Civic Learning Assessment (ACLA) Project. The goal of the ACLA Project
is to better understand the current state of K-12 civic learning in Alaska and to
assess the civic knowledge and experiences of Alaska's youth. The project has
focused on both civics topics common across the United States and those unique
to Alaska, with the goal of informing efforts to improve civic education in the
state.
After a brief overview of national research on civic education, this report presents
findings from the ACLA Project research on the current status of civic education
in Alaska, the civic knowledge of youth and adults, and the attitudes about civic
education held by educators, youth and elders.Alaska Teaching Justice NetworkIntroduction / The Alaska Civic Learning Assessment Project / Findings / Recommendations / Conclusion / Appendice
Civic Engagement Through Movies Reviews
This article deals with contemporary tendencies in education – civic engagement while teaching. Authentic movies appealing to civic issues may serve as a perfect starting point for writing opinion essays or reviews, for discussion and disputing on civic issues. Problem tasks for writing opinion essays and movie reviews are presented basing on several famous films with civic elements
A Philadelphia Story: Building Civic Capacity for School Reform in a Privatizing System
Following the 2001 state takeover of the School District of Philadelphia, a new governance structure was established and an ambitious set of reforms went into effect, generating renewed public confidence in the district. Despite this, maintaining reform momentum continues to be difficult in Philadelphia. This can be traced to on-going challenges to civic capacity around education. Defined by Stone et al (2001), civic capacity involves collaboration and mobilization of the city's civic and community sectors to pursue the collective good of educational improvement. Using interviews conducted with over 65 local civic actors and district administrators, and case studies of local organizations involved with education, the authors examine civic capacity in the context of Philadelphia. The authors find that while many individuals and organizations are actively involved with the schools, there are several factors that present unique challenges to the development of civic capacity in Philadelphia. Despite these challenges, the authors conclude that there are many reasons to be optimistic and offer several recommendations for generating civic capacity -- the kind that creates and sustains genuine educational change
The differences in attitudes about their society between 14 year old pupils with and without an immigration background; a cross-national comparison
In this paper we analyze the attitudes of 14 year old children of first and second generation immigrants and their civic attitudes about (aspects of) the society of destination. We use data from the Civic Education Study conducted by International Educational Association (IAE) in 1999. This Civic Education Study tests civic knowledge, civic attitudes and civic participation of 14 year old students. We have five dependent variables in 11 countries: trust in government related institution positive attitudes towards immigrants, positive attitudes towards one’s nation of residence positive attitudes towards women’s rights and civic participation. 14-year pupils with an immigrant background had stronger positive attitudes towards immigrants, stronger negative attitudes towards women’s political and economic rights, stronger negative attitudes towards the nation of residence and less outspoken lower trust in government related institutions. Second generation pupils do not deviate less than first generation, neither pupils in more inclusive societies differ less.trust; immigrants; 14-year old pupils; cross-national analyses
Education Facts
Includes statistics and information on: * education increases civic participation* more learning results in more earnings* education moves citizens from welfare recipients to productive citizens* education lowers crime costs* education lowers health care cost
Dynamics of Faculty Engagement in the Movement for Democracy's Education at Nothern Arizona University: Backgrounds, Practices, and Future Horizons
As scholarship has become increasingly narrow and disconnected from public life, Kettering research has documented an intense sense of malaise in higher education, what Harry Boyte has called a loss of civic agency. Surprisingly, however, faculty at a few campuses have begun to self-organize to integrate civic work into their teaching and research. This study, by Blase Scarnati and Romand Coles, documents such efforts at Northern Arizona University. Rather than making civic engagement a specific project of one or two faculty, what makes this campus special is that civic engagement has taken hold across the university. Building on research by KerryAnn O'Meara, this working paper shows that civic engagement is not only fulfilling to faculty at an individual level but is starting to impact the civic culture of their institutions
New Voices at the Civic Table: Facilitating Personal and Social Change
· This article describes six pilot initiatives of the Alliance for Children and Families -- New Voices at the Civic Table (New Voices), a philanthropy-funded effort to challenge human service organizations to integrate civic engagement as a permanent part of their infrastructure.
· All six New Voices models included common elements: leadership training, civic education, experiential learning, participatory decision-making, networking, and reflective evaluation.
· Each also reflected one of four primary variations to civic engagement based on their community needs and demands: self-efficacy, constituent involvement, mobilizing, and organizing.
· Results demonstrate that civic engagement in human services not only produces a means for promoting social change but also changes the way participants see themselves in the community
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