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Conference Paper: Teachers’ Approaches to Civics Education and the Effects on Civic Learning

TitleTeachers’ Approaches to Civics Education and the Effects on Civic Learning
Authors
Issue Date2017
PublisherAmerican Political Science Association. The Abstract's web site is located at https://www.apsanet.org/annualmeeting
Citation
113th American Political Science Association (APSA) Annual Meeting & Exhibition, San Francisco, USA, 31 August – 3 September 2017 How to Cite?
AbstractIn democratic societies, civics education in schools usually aims to cultivate citizens who are capable of promoting and sustaining democracy. What civics teachers know and believe concerning their subject matter and how they teach in their classrooms consequently matter significantly to the quality of students’ learning. Therefore, studying teachers’ beliefs and their teaching strategies is important to the anchoring of democracy. This paper examines the approaches of civics teachers in cross-cultural analyses across regions that reflect different cultural and democratic traditions in Asia and Europe. It utilizes large-scale data and employs a teacher-centered statistical approach that accounts for the differences between those regions. The distinct ‘teacher profiles’ that result from this approach are further examined to understand the country, school and individual correlates of teachers’ teaching styles and to provide suggestions for teacher training and classroom organization. The results of this study are discussed in relation to civics education for democracies and in relation to student learning outcomes (i.e. civics-related knowledge, political efficacy, civic participation).
Persistent Identifierhttp://hdl.handle.net/10722/258203

 

DC FieldValueLanguage
dc.contributor.authorReichert, F-
dc.date.accessioned2018-08-22T01:34:36Z-
dc.date.available2018-08-22T01:34:36Z-
dc.date.issued2017-
dc.identifier.citation113th American Political Science Association (APSA) Annual Meeting & Exhibition, San Francisco, USA, 31 August – 3 September 2017-
dc.identifier.urihttp://hdl.handle.net/10722/258203-
dc.description.abstractIn democratic societies, civics education in schools usually aims to cultivate citizens who are capable of promoting and sustaining democracy. What civics teachers know and believe concerning their subject matter and how they teach in their classrooms consequently matter significantly to the quality of students’ learning. Therefore, studying teachers’ beliefs and their teaching strategies is important to the anchoring of democracy. This paper examines the approaches of civics teachers in cross-cultural analyses across regions that reflect different cultural and democratic traditions in Asia and Europe. It utilizes large-scale data and employs a teacher-centered statistical approach that accounts for the differences between those regions. The distinct ‘teacher profiles’ that result from this approach are further examined to understand the country, school and individual correlates of teachers’ teaching styles and to provide suggestions for teacher training and classroom organization. The results of this study are discussed in relation to civics education for democracies and in relation to student learning outcomes (i.e. civics-related knowledge, political efficacy, civic participation).-
dc.languageeng-
dc.publisherAmerican Political Science Association. The Abstract's web site is located at https://www.apsanet.org/annualmeeting-
dc.relation.ispartofAmerican Political Science Association Annual Meeting-
dc.titleTeachers’ Approaches to Civics Education and the Effects on Civic Learning-
dc.typeConference_Paper-
dc.identifier.emailReichert, F: reichert@hku.hk-
dc.identifier.hkuros286997-
dc.publisher.placeUnited States-

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