Assessing Student Knowledge, Background and Perceptions in the International Civic and Citizenship Study

It is over the ten years since IEA last investigated civic education, and in that time new challenges have emerged in educating young people for their roles as citizens in the 21st century. These challenges have stimulated renewed reflection on the meanings of citizenship and the roles of and approaches to civic and citizenship education. In many countries there is a growing interest in using evidence to improve policy and practice in civic and citizenship education. ICCS is the third international IEA study in this area and it is explicitly linked through common questions to the IEA Civic Education Study (CIVED) which was undertaken in 1999 and 2000 (Torney-Purta, Lehmann, Oswald and Schulz, 2001; Amadeo et. al., 2004; Schulz and Sibberns, 2004). The study will survey 13-to-14-year old students in 38 countries in the years 2008 and 2009 and report on student achievement and perceptions related to civic and citizenship education. Outcome data will be obtained from representative samples of students in their eighth year of schooling and context data from the students, their schools and teachers as well as through national centres. The study builds on the previous IEA study of civic education (CIVED) undertaken in 1999. Information about ICCS can be found at http://iccs.acer.edu.au/ .1 It is recognised that there is substantial diversity in the field of civic and citizenship education within and across countries. Consequently, maximising the involvement of researchers from participating countries in this international comparative study is deemed to be of particular importance for the success of this study. Input from national research centres is sought throughout the study and the consortium has developed strategies that have maximised country contributions to the instrument development for the field trial and will continue to involve countries in the selection process of item material for main survey

Teachers, Teaching and Student Achievement

Education policymakers, researchers, and practitioners around the world have dedicated considerable attention to teachers and their instructional practice in their efforts to improve student outcomes. The professional characteristics of teachers and their classroom behaviorsmay be important in determining how students acquire knowledge and develop skills in mathematics and science, and the relationships between teacher quality, instructional practice, and grade four student outcomes are consequently of great interest to researchers and policymakers. Analysis of IEA’s Trends in International Mathematics and Science Study (TIMSS) data indicates that grade four students are taught by teachers with similar educational backgrounds across the Dinaric region. Teacher quality (asmeasured by experience, level of education, and professional development) was related only to some aspects of instructional practice in the Dinaric region. Teacher quality was not a statistically significant predictor for student achievement in mathematics and science, although teachers’ formal education and years of experience were related to some aspects of student achievement.[https://link.springer.com/chapter/10.1007%2F978-3-030-85802-5_7

Online data collection in sites 2006: design and implementation

Family income and parents\u27 educational background are strong predictors of a student reading achievement. Schools with children from wealthier and better educated families have easier job to do - in terms of teaching children how toread and write. They are not always successful, though. On the other hand, there are schools where students come from economically disadvantaged homes and yet schools tend to have reading achievement above the national levels or,above the expected level according to the environmental factors. We were interested in schools which exceeded the expectations according to the family income and parents\u27 educational background. Various variables were tested to find out which are relevant for the effective schools in various countries

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1 International Association for th

Tolerance through education:Mapping the determinants of young people’s attitudes towards equal rights for immigrants and ethnic/racial minorities in Europe.

Many civic and citizenship education programmes in Europe promote the development of tolerance towards immigrants or, more in general, towards people of ethnic/racial minorities or different cultural backgrounds. Although individuals form their attitudes in multiple settings, schools and educational systems are often perceived as key agents in nurturing these sentiments in the youth. This report is a collection of research papers that intend to document the determinants of young people’s attitudes towards equal rights for immigrants and ethnic/racial minorities in Europ

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