Considerazioni sulla valutazione dei corsi AIR dedicati allo sviluppo continuo della professional... more Considerazioni sulla valutazione dei corsi AIR dedicati allo sviluppo continuo della professionalita’ dei docenti pionieri. La proposta include delle griglie di riferimento per valutare i diversi aspetti dei corsi.
Influences of the IEA Civic and Citizenship Education Studies
IEA surveys traditionally include a teacher questionnaire among the contextual questionnaires aim... more 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.
The International Civic and Citizenship Education Study (ICCS) included regional modules for Euro... more The International Civic and Citizenship Education Study (ICCS) included regional modules for Europe, Latin America, and Asia. Thirty-five of the 38 countries that participated in ICCS opted to be involved in these regional modules. Twenty-four countries participated in the European module, six in the Latin American module, and five countries in the Asian module. Regional instruments were developed for each module and were administered to students after they had completed the international assessment. These instruments were designed to address aspects of civic and citizenship education specific to each region. The results of these additional data collections are reported in a series of regional reports. This chapter describes the development of the three regional-module instruments, namely: The European regional instrument: this consisted of a 12-minute cognitive test and a 17-minute region-specific questionnaire (29 minutes total); the Latin American regional instrument: this consis...
International Journal of Educational Research, 2003
This article presents the Italian results of the IEA Civic Education study with particular refere... more This article presents the Italian results of the IEA Civic Education study with particular reference to the concepts of democracy and citizenship as well as attitudes towards political participation. The results are presented in relation to the organisation of civic education teaching and to the degree of participation in school life in the Italian education system. Possible correlations between the
Civic and citizenship education aims to provide young people with the knowledge, understanding, a... more Civic and citizenship education aims to provide young people with the knowledge, understanding, and dispositions that enable them to participate as citizens in society. It seeks to support emerging citizens by helping them understand and engage with society's principles and institutions, develop and exercise informed critical judgment, and learn about and appreciate citizens' rights and responsibilities. These attributes are vital to the proper functioning of a democracy, where citizens are actively involved agents of decision-making, governance, and change rather than as passive subjects. Recognition of the essential relationship between education and democracy has a long
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Background A review of the literature on how school-level factors were, and still are, used to pr... more Background A review of the literature on how school-level factors were, and still are, used to predict and interpret student performance in some of the IEA studies-i.e., PIRLS, TIMSS, and ICCS-showed that it is quite difficult to find strong associations between school-level
IEA International Civic and Citizenship Education Study 2016 Assessment Framework, 2016
A study of civic-related learning outcomes and civic engagement needs to take the context in whic... more A study of civic-related learning outcomes and civic engagement needs to take the context in which civic and citizenship education occurs into account. Young people develop their understandings about their roles as citizens in contemporary societies through activities and experiences that take place within homes, schools, classrooms, and the wider community. It is therefore important to recognize that young people's cognitive and affective-behavioral learning outcomes are potentially influenced by variables that can be located at different levels in a multi-level structure (see Travers,
Considerazioni sulla valutazione dei corsi AIR dedicati allo sviluppo continuo della professional... more Considerazioni sulla valutazione dei corsi AIR dedicati allo sviluppo continuo della professionalita’ dei docenti pionieri. La proposta include delle griglie di riferimento per valutare i diversi aspetti dei corsi.
Influences of the IEA Civic and Citizenship Education Studies
IEA surveys traditionally include a teacher questionnaire among the contextual questionnaires aim... more 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.
The International Civic and Citizenship Education Study (ICCS) included regional modules for Euro... more The International Civic and Citizenship Education Study (ICCS) included regional modules for Europe, Latin America, and Asia. Thirty-five of the 38 countries that participated in ICCS opted to be involved in these regional modules. Twenty-four countries participated in the European module, six in the Latin American module, and five countries in the Asian module. Regional instruments were developed for each module and were administered to students after they had completed the international assessment. These instruments were designed to address aspects of civic and citizenship education specific to each region. The results of these additional data collections are reported in a series of regional reports. This chapter describes the development of the three regional-module instruments, namely: The European regional instrument: this consisted of a 12-minute cognitive test and a 17-minute region-specific questionnaire (29 minutes total); the Latin American regional instrument: this consis...
International Journal of Educational Research, 2003
This article presents the Italian results of the IEA Civic Education study with particular refere... more This article presents the Italian results of the IEA Civic Education study with particular reference to the concepts of democracy and citizenship as well as attitudes towards political participation. The results are presented in relation to the organisation of civic education teaching and to the degree of participation in school life in the Italian education system. Possible correlations between the
Civic and citizenship education aims to provide young people with the knowledge, understanding, a... more Civic and citizenship education aims to provide young people with the knowledge, understanding, and dispositions that enable them to participate as citizens in society. It seeks to support emerging citizens by helping them understand and engage with society's principles and institutions, develop and exercise informed critical judgment, and learn about and appreciate citizens' rights and responsibilities. These attributes are vital to the proper functioning of a democracy, where citizens are actively involved agents of decision-making, governance, and change rather than as passive subjects. Recognition of the essential relationship between education and democracy has a long
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Background A review of the literature on how school-level factors were, and still are, used to pr... more Background A review of the literature on how school-level factors were, and still are, used to predict and interpret student performance in some of the IEA studies-i.e., PIRLS, TIMSS, and ICCS-showed that it is quite difficult to find strong associations between school-level
IEA International Civic and Citizenship Education Study 2016 Assessment Framework, 2016
A study of civic-related learning outcomes and civic engagement needs to take the context in whic... more A study of civic-related learning outcomes and civic engagement needs to take the context in which civic and citizenship education occurs into account. Young people develop their understandings about their roles as citizens in contemporary societies through activities and experiences that take place within homes, schools, classrooms, and the wider community. It is therefore important to recognize that young people's cognitive and affective-behavioral learning outcomes are potentially influenced by variables that can be located at different levels in a multi-level structure (see Travers,
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