Teachers’ Perceptions and Conceptualizations of Low Educational Achievers: A Self-Fulfilling Prophecy of Disengagement for Future NEETs

The NEETs phenomenon in Italy is not a recent one, but it increased dramatically after the Global Financial Crisis. As in France many different factors influence it, but the prevailing two are the skills mismatch and the youth generations’ discouragement. Whereas in France the role of the school is crucial into tackling NEETs, in Italy the initiatives are mainly carried out by local authorities and small and medium enterprises. Therefore, more research is needed that sheds lights on teachers’ role in dealing with low educational achievers. This exploratory study investigates teachers’ perceptions and conceptualizations of low educational achievers in upper secondary schools, analysing their response to the issues connected to low attainment in terms of teaching strategies. From the study emerged strong communicative barriers between teachers and students that could lead teachers to stigmatize low achievers in their academic failure, ingenerating lack of self-esteem and disengagement in young people

Supporting the inclusion of refugees: policies, theories and actions

If refugees are unexpected and undesired arrivals, there is a risk that they will be regarded asgritin the smooth functioning of existing society, institutional arrangements and culture. Ofcourse, we are not talking of thegritof resilience and coping strategies of refugees (Credé,Tynan, and Harms2017), and we are not talking of thegritthat is increasingly identified asthe key ingredient missing in the over-protected members of different generations, such astheGeneration-Zfollowing theMillennials(Lukianoffand Haidt2018). When refugees areconsidered the‘surplus population’(Bauman2004) to be disciplined into the host society,the risk is that well-meaning inclusion can result in the reverse and what has been termed‘inclusive exclusion’(Dobson2004). So, we give with one hand the discourse of humanity,peace and inclusion and with the other hand, competitive individualism is expressed in prac-tice in schools and other institutions where refugees must compete for scarce resources andmore easily experience failure and exclusion. There is in such a case a disjuncture betweenthe language of inclusion, the policy, the rhetoric, the communication strategy (the so-calledcomms and the creation of the right narrative) and the practice, existential experience and short, medium and longer-term consequences of exclusio

Collecting School and Teacher Data in International Civic and Citizenship Study

Characteristics of the school context and its impact on the development of students’ knowledge, as well as their dispositions and competencies in relation to their roles as citizens, are especially important for a study of civics and citizenship education. The school in itself represents both the principal institution in which young people are directly involved and, at the same time, the foremost community in which they can actively participate. Various characteristics of school context affect both the development of a formal and informal civic and citizenship curriculum, as well as the students actual learning experience within school in relation to school general ethos, culture and climate. Moreover, civic and citizenship education development encompasses a variety of learning situations: leadership and management, everyday activities of the school community, the quality of relations inside the school itself and between the school and the community. Students’ daily experience in school is a factor that strongly influences their perception of school as a democratic environment. This paper discusses and illustrates purposes and contents of the IEA International Civic and Citizenship Education Study (ICCS 2009) teacher and school surveys and instruments

IEA International Civic and Citizenship Education Study 2016 Assessment Framework

The purpose of the International Civic and Citizenship Education Study (ICCS) is to investigate the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21th century. ICCS 2016 is a continuation of this study, which was initiated in 2009. The development of a framework for ICCS 2016 needed to take account of recent developments and ongoing challenges. The international project team identified areas related to civics and citizenship education, which had either gained more attention in recent years or were regarded as relevant, but which were not addressed in great detail in the previous ICCS survey. The following three areas were identified for inclusion to broaden the scope of ICCS 2016: environmental sustainability in civic and citizenship education; social interaction in school; and the use of new social media for civic engagement. In addition, two further areas were identified that had been included in previous IEA surveys as deserving more explicit acknowledgement in the ICCS 2016 assessment framework: economic awareness as an aspect of citizenship; and the role of morality in civic and citizenship education. This report is divided into three major sections starting with background and an overview of the current study; followed by the civic and citizenship framework covering definitions and content domains; and finally the contextual framework which looks at the contexts for civic and citizenship education

Understanding School and Classroom Contexts for Civic and Citizenship Education: The Importance of Teacher Data in the IEA Studies

IEA surveys traditionally include a teacher questionnaire among the contextual questionnaires aiming at collecting data on school factors that could be associated with students' cognitive outcomes. This chapter discusses how data collected from teachers has played a role in IEA studies on civic and citizenship education from the Six Subjects Survey to the Civic Education Study (CIVED) 1999 and the International Civic and Citizenship Education Study (ICCS) 2009 and 2016. Elements of continuity and discontinuity are identified over time in relation to the content and the structure of the teacher questionnaires adopted in each survey, looking at the conceptions of civic and citizenship education that informed the instruments' development and at the changes that occurred over time in the delivering of civic and citizenship education at school. The use of data collected through the teacher questionnaire in IEA international reports as well as in secondary analyses is presented. A substantial increase in informative secondary analyses using teacher data has been registered in the last years, confirming the importance of the teacher questionnaire despite the difficulties in finding direct strong associations between teacher data and students' outcomes. Civic and citizenship education is one of the school education areas most characterized by gaps between principles and official regulations, between intended and implemented curricula, and between theory (or ideals) and practices. The information gathered through the teacher questionnaire is of great relevance for a better understanding of the characteristics of the schools as learning environments and provides policymakers and researchers with data from the perspective of teachers on the democratic experience students actually have at school

IEA International Civic and Citizenship Education Study 2016 Assessment Framework

Education policy and politics; Assessment, testing and evaluatio

Education for Citizenship in Times of Global Challenge. IEA International Civic and Citizenship Education Study 2022 International Report

This publication contains the first report on findings from the International Civic and Citizenship Education Study (ICCS) 2022 which was conducted across 24 education systems to provide data and insights about lower-secondary school students’ understanding of civics and citizenship. Countries participating were: Brazil; Bulgaria; Chinese Taipei; Colombia; Croatia; Cyprus; Denmark; Estonia; France; Germany (North Rhine-Westphalia); Germany (Schleswig-Holstein); Italy; Latvia; Lithuania; Malta; Netherlands; Norway; Poland; Romania; Serbia; Slovak Republic; Slovenia; Spain; and Sweden. The third cycle of ICCS set out to address aspects related to global citizenship, sustainable development, migration, changes to traditional political systems, and the use of digital technologies for civic engagement, while also continuing to monitor changes over time using common measures across cycles. ICCS 2022 offered the option of an online delivery, which was chosen by about three quarters of participating countries and included specifically designed test items that used the possibilities of a digital assessment to enhance measurement of students’ civic knowledge and understanding. Between February and September 2022, the main survey gathered data from 82,000 students and 40,000 teachers at about 3400 schools. Incorporated into the ICCS main survey was a mode effect study which allowed for data collected using the paper-based instruments to be compared with data collected on computer from equivalent groups of students. Key research questions addressed include: how is civic and citizenship education implemented, and what is the extent and variation of students’ civic knowledge within and across participating countries? What is the extent of students’ engagement in different spheres of society and which factors within or across countries are related to it? What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation? How is schooling in participating countries organised regarding civic and citizenship education and what is its association with students’ learning outcomes? Themes addressed include: sustainability, engagement through digital technologies, views of political systems, global citizenship, and diversity

students attitudes toward freedom of movement and immigration in europe

This chapter provides findings on students' attitudes toward European citizens having the freedom of movement that allows them to work and live throughout Europe. The chapter also considers findings on students' attitudes toward equal rights for immigrants (e.g., voting, education). These constructs reflect the content domain related to students' attitudes toward civic principles that is included in the affective-behavioral dimension of the ICCS 2016 assessment framework (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016)

Young Citizens’ Views and Engagement in a Changing Europe: IEA International Civic and Citizenship Education Study 2022 European Report

The IEA\u27s International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people around the world are prepared to undertake their roles as citizens. This report presents the European results from the third cycle of the study (ICCS 2022). Eighteen countries and two benchmarking participants (the German states of North Rhine-Westphalia and Schleswig-Holstein) administered the European student questionnaire to target grade students in this study cycle. ICCS 2022 studied contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. The general purpose of the European student questionnaire is to explore specific European-related civic and citizenship issues derived from the overarching ICCS 2022 assessment framework, supplementing the data obtained from the international survey with a specific European perspective. The ICCS 2022 European student questionnaire included 12 questions aimed at examining students\u27 interest and their opinions regarding European-related civic and citizenship issues such as students\u27 sense of European identity; students\u27 opportunities for learning about Europe provided by schools; and students\u27 attitudes toward free movement of European citizens within Europe, toward the European Union, and toward cooperation among European countries. It also encompasses questions on students\u27 perceptions of discrimination in their country, of the future of Europe, and of their life in the future, as well as on students\u27 sustainable behaviors and those related to political and ethical consumerism

students perceptions of europe and the future of europe

This chapter examines constructs related to students' attitudes toward civic society and systems (i.e., students' attitudes toward European cooperation and the European Union, and students' perceptions of Europe in the future). It also examines a construct related to students' attitudes toward civic identities (i.e., students' perceptions of their own individual future) (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016)