A Cross-Context Analysis of Civic Engagement Linking CIVED and U.S: Census Data

This study investigates direct and indirect family, peer, school, and neighborhood effects on adolescents’ civic engagement utilizing data from the 1999 IEA Civic Education Study and the U.S. Census. The nationally representative sample consists of 2,729 students from 119 schools in the U.S. Multi-level regression techniques provide precise estimates of the separate and shared impact of each context on adolescents’ civic engagement. Individual students’ civic experiences and discourse in school and at home predict higher civic engagement, although the effects of these experiences vary based on the larger school and neighborhood contexts. Overall, interactive effects indicate that students who may traditionally be deemed at a disadvantage (either because of poor school or neighborhood conditions) experience more benefits from increases in civic learning opportunities than do more advantaged students. Suggestions are made for secondary analyses of ICCS (the IEA civic education study of 2009)

A cross-national comparison of teachers' beliefs about the aims of civic education in 12 countries: A person-centered analysis

This article examines teachers' beliefs about the aims of citizenship education in 12 countries from Europe and Asia. A latent class analysis of the International Civic and Citizenship Education Study of 2009 identified three distinct profiles of teachers' beliefs about the goals of citizenship education. These profiles are associated with teachers' characteristics and with national indicators of democratic development. Profiles can be more useful than single beliefs in understanding how teaching contributes to students' civic development. Teachers across countries thought it far more important to foster students' participation in the school or local community than to foster future political participation

Comparing Attitudes in the 1999 and 2009 IEA Civic and Citizenship Education Studies: Opportunities and Limitations Illustrated in Five Countries

Both the 1999 IEA Civic Education Study (CIVED) and the 2009 IEA International Civics and Citizenship Education Study (ICCS) sought to examine young people’s attitudes and behaviors as related to civic engagement in addition to their civic knowledge. Now that both studies are completed, questions can be asked about the extent to which the averages of outcomes across countries have stayed consistent or changed. The purpose of this article is to review the CIVED and ICCS studies to examine the potential for, and potential limitations to, such a comparison extending beyond the cognitive domain to some attitudinal and participatory outcomes. We compared guiding frameworks for each study, examined the similarities and differences among items in scales appearing in both studies, and provided a general discussion of the pitfalls of comparing IRT scales across cohorts. An item-level analysis explored whether young people’s average attitudes toward immigrants’ rights and institutional trust changed between 1999 and 2009 in five Nordic countries. Stability in support for immigrants’ rights and increasing trust are apparent in most countries, although exceptions to this pattern exist. Recommendations for secondary analysis of CIVED and ICCS are discussed

Democratic School Engagement and Civic Participation among European Adolescents: Analysis of Data from the IEA Civic Education Study

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Linking Faculties of Education with Classroom Teachers Through Collaborative Research

It almost goes without saying that a major reason for promoting closer relations between classroom teachers and faculties of education is to improve educational practice in the schools. Some educational observers, noting that the process of educational reform in developed societies has been extraordinarily difficult, might quip, "we've tried everything else, why not university/school collaboration." It is true that reform has been slow. Cuban, after a review of documentary sources spanning ninety years concluded that there is a stubborn continuity in the nature of instruction '' 1 And he cites only a few examples of close collaboration between practicing teachers and university faculty members in these nine decades

AN OVERVIEW OF SECONDARY ANALYSIS OF THE IEA CIVIC EDUCATION STUDY, ITS IMPACT AND DIRECTIONS FOR THE FUTURE.

The paper provides details of secondary analysis of the IEA Civic Education Study at the University of Maryland, College Park conducted since 2001, and reviews the relevant theoretical frameworks for the analysis. Examples of both 28-country analysis and between-student analysis in groups of countries (e.g., Chile, Colombia, Portugal and the United States) are presented, providing a map of areas where analysis has been relatively full and other areas where there has been limited analysis. There is included a listing of scales recently developed (e.g., expected social movement participation, ethnic tolerance, participation in political discussion) and their properties and a discussion of the impact of the study in the United States (especially through a document entitled The Civic Mission of Schools). Continuing work at the University of Maryland in the CEDARS Center (Civic Education Research and Data Services Center), which will be initiated at the time of the IRC meeting, is outlined. BACKGROUN

Opportunities for Moral Education Researchers to Use Archived Civic Education Data with a Social Justice Emphasis

In the peri-pandemic period many researchers can anticipate challenges in collecting data to study issues of social justice as they relate to moral education. Even after strict COVID restrictions are loosened, many school authorities will be unwilling to allow students to spend class time filling out research surveys because of the need to make up for lost months of schooling. Archived and freely-available datasets from survey studies of civic- and social-justice-related topics can be accessed and analyzed by moral education researchers during this transitional time. Data about social justice issues can be accessed from the CivicLEADS.org data archive at ICPSR (University of Michigan) and from national assessment agencies in Latin America. These data can be used by researchers in many types of analysis and to address a variety of research problems.http://deepblue.lib.umich.edu/bitstream/2027.42/170908/1/Opportunities for Moral Education Researchers - FINAL2.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/170908/2/Opportunities for Moral Education Researchers - FINAL2.pnghttp://deepblue.lib.umich.edu/bitstream/2027.42/170908/3/CivicLEADS Social Justice variables.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/170908/4/Opportunities for Moral Education Researchers - Handout.pdfDescription of Opportunities for Moral Education Researchers - FINAL2.pdf : PDF version of posterDescription of Opportunities for Moral Education Researchers - FINAL2.png : Image version of the posterDescription of CivicLEADS Social Justice variables.pdf : Variable example list handout from poster sessionDescription of Opportunities for Moral Education Researchers - Handout.pdf : Handout from poster sessionSEL