Developing Citizens: The Impact of Civic Learning Opportunities on Students' Commitment to Civic Participation

This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students' commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic t...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:American educational research journal Jg. 45; H. 3; S. 738 - 766
Hauptverfasser: Kahne, Joseph E., Sporte, Susan E.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Thousand Oaks, CA SAGE Publications 01.09.2008
American Educational Research Association
Schlagworte:
Academic achievement
Academic learning
Achievement tests
Adolescents
Children & youth
Citizen Participation
Citizenship Education
Civic education
Civics
Classrooms
Core curriculum
Democracy
Developing countries
Education policy
Educational Opportunities
Educational Practices
Extracurricular activities
High School Students
High schools
Income distribution
Instructional design
Instructional Development
Knowledge
LDCs
Learning
Longitudinal studies
Low income groups
Mathematics education
Neighborhoods
Participation
Political behavior
Politics
Polls & surveys
Predictor Variables
Public schools
Rating Scales
Secondary school students
Secondary schools
Service learning
Social Development
Social Studies
Student Attitudes
Student Surveys
Teaching, Learning, and Human Development
Teenagers
Urban areas
high schools
adolescence
development
instructional design
social studies education
ISSN:0002-8312, 1935-1011
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students' commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one's parents, extracurricular activities other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831208316951