Citizenship Education, Pedagogy and School
Contexts

Evans, Mark

doi:10.4135/9781849200486.n41

Cited by 12 publications

(7 citation statements)

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“…Such interaction with peers promotes usable knowledge and efficacy necessary for future civic engagement. However, the lack of an open classroom climate, which is often associated with traditional methods of instruction, such as rote memorization and teacher-centered classrooms, fails to give students the knowledge and skills necessary for effective democratic engagement (Evans, 2008;Ross, 2000). Thus, curricular reform should seek to encourage open classroom climates.…”

Section: Discussionmentioning

confidence: 99%

Connecting An Open Classroom Climate to Social Movement Citizenship: A Study of 8Th Graders in Europe Using Iea Iccs Data

Knowles

McCafferty-Wright

2015

The Journal of Social Studies Research

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Using data from the International Civic and Citizenship Study, this quantitative study explores the potential for open classroom climates to foster political efficacy and civic knowledge among 8th grade students in 14 Western European countries. Findings show that an open classroom climate is associated with increased civic knowledge and political efficacy. In addition, civic knowledge and political efficacy are positively correlated with social movement citizenship. However, the relationships between both political efficacy and civic knowledge on social movement citizenship are strengthened with presence of an open classroom climate. This study demonstrates the importance of an open classroom climate to develop students’ knowledge and efficacy related to active citizenship.

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Section: Discussionmentioning

confidence: 99%

Connecting An Open Classroom Climate to Social Movement Citizenship: A Study of 8Th Graders in Europe Using Iea Iccs Data

Knowles

McCafferty-Wright

2015

The Journal of Social Studies Research

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“…The primary goal is to use theory as an aid to clarity (DeVellis, 2012). To accomplish this, I engaged in a systematic review of commonly cited typologies within citizenship education (Barr et al, 1977;Evans, 2008;Knight Abowitz and Harnish, 2006;Parker, 1996;Westheimer and Kahne, 2004). These typologies were organized and summarized into a table.…”

Section: Clarify the Measurementioning

confidence: 99%

“…This disunity manifests within schools leading to significant disagreements over state-mandated policy and curriculum (Cornbleth and Waugh, 1995;Hawkman and Cuenca, 2018;Placier et al, 2002). As a result, education scholars work to reify these divisions within their field (Barr et al, 1977;Evans, 2008;Parker, 1996). Within citizenship education, Knight Abowitz and Harnish's (2006) reviewed discourses in curriculum found divisions of civic republicanism, liberal citizenship, and critical citizenship.…”

Section: Introductionmentioning

confidence: 99%

Ideology in the schools: Developing the teacher’s Civic Education Ideology Scale within the United States

Knowles

2018

Education, Citizenship and Social

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What ideological views toward citizenship education do teachers possess? Does a teacher’s Civic Education Ideology relate to how and what they teach? This study addresses these questions by developing a psychometric scale measuring teachers’ level of conservative, liberal, and critical Civic Education Ideology in one Midwestern state in the United States. After establishing the Civic Education Ideology scale, these views are compared to teachers’ reported practices inside of school and curriculum emphasized in the classroom. The findings indicate that both conservative- and liberal-oriented teachers were more likely to support curriculum based on civic institutions. In contrast, teachers with a critical orientation were less supportive of civic institutions and more likely to endorse curriculum based on social institutions and an open classroom climate. These findings indicate that a teacher’s ideology relates to their reports of how and what they teach. In addition to these findings, the goal is for the Civic Education Ideology scale to be adapted and applied in future studies to uncover important connections.

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“…At a minimum, transformative teaching with holidays would require teachers to be critical decision-makers who are conscious of what they are teaching, what materials they are using, whose perspective they are centering, what they believe children are capable of learning, and what ways of knowing are being valued. This type of teaching would likely involve holiday lessons that invite children to engage in social action, perspective-consciousness, and/or critical inquries with themes such as change, equity, and justice (Evans, 2008; Field and Castro, 2010).…”

Section: Discussionmentioning

confidence: 99%

Why teach about holidays? Elementary teachers' perspectives

Bauml

2022

SSRP

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PurposeWith connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.Design/methodology/approachThrough questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.FindingsMost often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.Originality/valueThis study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.

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Citizenship Education, Pedagogy and School Contexts

Cited by 12 publications

References 0 publications

Connecting An Open Classroom Climate to Social Movement Citizenship: A Study of 8Th Graders in Europe Using Iea Iccs Data

Connecting An Open Classroom Climate to Social Movement Citizenship: A Study of 8Th Graders in Europe Using Iea Iccs Data

Ideology in the schools: Developing the teacher’s Civic Education Ideology Scale within the United States

Why teach about holidays? Elementary teachers' perspectives

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