DELIBERATION AS A CORE PART OF TEACHER EDUCATION AND CIVICS CLASSROOMS

The author argues that deliberation should be an integral part of secondary civics classrooms and teacher education programs. Drawing on a wide range of research, she contends that teaching and learning deliberative skills has the potential to build individual and group civic capacity. She focuses on the results of an evaluation of one 10-nation project, Deliberating in a Democracy, which suggest that teachers can learn to conduct deliberations in secondary classrooms. Further, across countries, students reported increases in their understanding of issues, their ability to state their opinions, and their confidence in talking about controversial issues with peers. Most importantly, students demonstrated greater perspective-taking abilities than a comparison group not involved in the project. The potential limitations and weaknesses of the deliberative model are discussed, as are the implications for civic pedagogy and learning

Adolescents’ Conceptions of Democracy in Central/Eastern Europe and the United States

The term democracy has an overwhelmingly positive connotation for most people (Diamond & Plattner, 2008), yet it is a contested, fluid, and evolving concept that represents many different things to different people. This article presents our analysis of conceptions of democracy among groups of adolescents (n=2,848, ages 13-19) in the Czech Republic, Macedonia, Romania, Serbia, Ukraine, and the United States. This study focused on students’ responses to one open-ended item on a written questionnaire. Our inquiry is significant because the ability to provide a meaningful definition of democracy has been shown to be associated with support for democratic institutions, and more complex understandings of democracy have been associated with greater political involvement and commitment to democracy (Bratton, Mattes, & Gyimah-Boadi, 2004; Miller, Hesli, & Reisinger, 1997). We found that the vast majority of the students gave acceptable definitions of democracy and that students were most likely to describe democracy in terms of freedoms and rights and least likely to mention civic equality as an aspect of democracy. Additionally, we found that demographic characteristics, students’ level of political engagement, and students’ perception of classroom climate sometimes impacted the complexity of the students’ conceptions of democracy

Developing Political Thinking and Discussion Skills in Civics Classrooms. A Book Review of \u3cem\u3eTeaching Politics in Secondary Education: Engaging with Contentious Issues\u3c/em\u3e

In Teaching Politics in Secondary Education: Engaging with Contentious Issues, Wayne Journell displays his passion for politics, teaching, and research. He provides secondary social studies teachers and teacher educators with practical ideas for reorienting civics and government instruction toward the political sphere as it is, not the idealized politics often portrayed in textbooks. Drawing heavily from his research on civics classes during the 2008 and 2012 presidential elections, Journell focused on two primary instructional goals: developing students\u27 skills in political (or policy) thinking and discussions of controversial political issues. This accessible, informative, and inspiring book offers teachers a good first step toward the civics classrooms we need in today’s highly polarized political environment

Impact of Minnesota's "Profile of Learning"

In 1990, the Minnesota State Board of Education declared its intention to develop a "results-oriented graduation requirement" based on student achievement as opposed to the usual credit/course completion requirement. In addition to a traditional test of basic skills, the state began developing the Profile of Learning, a set of performance-based standards grounded in a constructivist educational philosophy, an approach that differs from the content-based standards found in many states. The Profile was controversial from its inception. Conservatives characterized the Profile as too process- oriented and as lacking subject-matter content; teachers reported that the Profile required a significant amount of additional teacher preparation time; and parents, who were not adequately informed about the Profile, questioned the purpose of the Profile. Teachers were frustrated with the confusing and sometimes contradictory directions they received from the Minnesota Department of Children, Families, and Learning charged with implementing the Profile. In 2000-2001, we surveyed and interviewed selected secondary English and social studies teachers in the state about their perceptions of the Profile’s impact on teaching and learning. Among the positive perceptions was an increase in students’ higher order thinking, students’ understanding of criteria for quality work, and teachers conversations with one another about instructional issues. Increased teacher preparation time and decreased enjoyment of teaching were among the negative perceptions. Teachers also experienced difficulty adopting performance assessment techniques. When teachers believed they received effective preparation and adequate resources for working with the Profile, they were much more likely to report beneficial effects in terms of teaching and learning. The majority of teachers, however, rated their preparation and resources as "fair" or "poor." Results are discussed in terms of school and instructional change

Exploring Political Tolerance with Adolescents.

A professor of education and a professor of political science teamed up to create a four-week class that taught students to respect the rights of groups that they dislike or disagree with. Their course was an experiment in connecting the abstract democratic ideals of our country with everyday political situations where they can be applied. This monograph explains how the course was developed and tested in both rural and urban junior high civics classes in Minnesota. The authors found that their course helped students understand the consequences of intolerance and increased their willingness to extend rights to disliked groups. It is possible to teach political tolerance.Supported by the Center for Applied Research and Educational Improvement (CAREI) and the Center for Urban and Regional Affairs (CURA), University of Minnesota

Gender and Public Issues Deliberations in Named and Anonymous Online Environments

Online deliberations in social studies classrooms are increasingly feasible as more schools incorporate online learning environments into their programs. The present study investigates student participation in online deliberations with particular attention to (1) the differences between opinion expression and participation in anonymous versus named conditions, (2) whether the magnitude of any such differences varies by gender, (3) whether males and females express a preference for deliberation in named or anonymous online environments, and (4) the impact of named and anonymous environments on developing students’ deliberative skills. When opinion expression and participation results are analyzed by gender, we find that differences between females and males that manifest in named conditions disappear when discussing anonymously. We find that female students are significantly more likely to prefer discussing in anonymous environments. Finally, we find that students deliberating anonymously express more opinions in a subsequent deliberation than those in the named condition

A New Approach for Checking and Complementing CALIPSO Lidar Calibration

We have been studying the backscatter ratio of the two CALIPSO wavelengths for 3 different targets. We are showing the ratio of integrate attenuated backscatter coefficient for cirrus clouds, ocean surface and liquid. Water clouds for one month of nightime data (left:July,right:December), Only opaque cirrus classified as randomly oriented ice[1] are used. For ocean and water clouds, only the clearest shots, determined by a threshold on integrated attenuated backscatter are used. Two things can be immediately observed: 1. A similar trend (black dotted line) is visible using all targets, the color ratio shows a tendency to be higher north and lower south for those two months. 2. The water clouds average value is around 15% lower than ocean surface and cirrus clouds. This is due to the different multiple scattering at 532 nm and 1064 nm [2] which strongly impact the water cloud retrieval. Conclusion: Different targets can be used to improve CALIPSO 1064 nm calibration accuracy. All of them show the signature of an instrumental calibration shift. Multiple scattering introduce a bias in liquid water cloud signal but it still compares very well with all other methods and should not be overlooked. The effect of multiple scattering in liquid and ice clouds will be the subject of future research. If there really is a sampling issue. Combining all methods to increase the sampling, mapping the calibration coefficient or trying to reach an orbit per orbit calibration seems an appropriate way

Leptonic and Semileptonic Decays of Charm and Bottom Hadrons

We review the experimental measurements and theoretical descriptions of leptonic and semileptonic decays of particles containing a single heavy quark, either charm or bottom. Measurements of bottom semileptonic decays are used to determine the magnitudes of two fundamental parameters of the standard model, the Cabibbo-Kobayashi-Maskawa matrix elements $V_{cb}$ and $V_{ub}$. These parameters are connected with the physics of quark flavor and mass, and they have important implications for the breakdown of CP symmetry. To extract precise values of $|V_{cb}|$ and $|V_{ub}|$ from measurements, however, requires a good understanding of the decay dynamics. Measurements of both charm and bottom decay distributions provide information on the interactions governing these processes. The underlying weak transition in each case is relatively simple, but the strong interactions that bind the quarks into hadrons introduce complications. We also discuss new theoretical approaches, especially heavy-quark effective theory and lattice QCD, which are providing insights and predictions now being tested by experiment. An international effort at many laboratories will rapidly advance knowledge of this physics during the next decade.Comment: This review article will be published in Reviews of Modern Physics in the fall, 1995. This file contains only the abstract and the table of contents. The full 168-page document including 47 figures is available at http://charm.physics.ucsb.edu/papers/slrevtex.p