Civic Education Dissertation

Zaman, Husam (2006) TEACHERS' PERCEPTIONS OF CITIZENSHIP AND CITIZENSHIP EDUCATION:A COMPARATIVE STUDY. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This study examines citizenship education policy and practice as they are perceived by teachers in three different societies — the United States, England, and Hong Kong. Through a secondary analysis of the teacher data in Civics Education Study (CIVED), conducted by the International Association for the Evaluation of Educational Achievement (IEA), it identifies similarities and differences in teachers' beliefs and perceptions of citizenship, citizenship education, their professional preparation for their work as civic teachers, and their teaching practices. Six research questions have guided this investigation which was grounded on the literature of models of citizenship and of global vs. national cultural factors affecting education systems. The findings reveal strong consensus among teachers in the three countries suggesting that civics education matters a great deal for students' political development and for their countries. Teachers, also, in the three countries, do not demonstrate a great deal of differentiation among the citizenship models and categories prescribed in the literature. For the teaching practices, the study presents that indirect teacher-centered methods dominate civics education classrooms, and that political socialization in the form of knowledge transmission is the most emphasized objective in these countries' schools. The study concludes with recommendations to education policy-makers to consider teachers' suggestion of the need to improve the quality of civics materials and sufficient training. The study, also, suggests diversifying the data of the future IEA studies in civics by incorporating qualitative and quantitative data that aim to explain the process of teaching and learning, and the educational outcomes as well. Finally, it recommends that cross-national studies need to consider and theorize as much about similarities and common features among various educational systems as they currently do for the differences among these systems. Also, it suggests a need to develop a more inclusive theoretical framework of citizenship.


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Details

Item Type: University of Pittsburgh ETD
Status:Unpublished
Creators/Authors:
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairBickel, William
Committee MemberWeidman, John
Committee MemberPingel, Louis
Committee MemberZullo, Thomas
Date:21 April 2006
Date Type:Completion
Defense Date:7 April 2006
Approval Date:21 April 2006
Submission Date:20 April 2006
Access Restriction:No restriction; Release the ETD for access worldwide immediately.
Institution:University of Pittsburgh
Schools and Programs:School of Education > Administrative and Policy Studies
Degree:PhD - Doctor of Philosophy
Thesis Type:Doctoral Dissertation
Refereed:Yes
Uncontrolled Keywords:citizenship; citizenship education; global dynamics theory; political socialization; teacher attitudes
Other ID:http://etd.library.pitt.edu/ETD/available/etd-04202006-123454/, etd-04202006-123454
Date Deposited:10 Nov 2011 19:39
Last Modified:15 Nov 2016 13:41
URI:http://d-scholarship.pitt.edu/id/eprint/7352

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Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms

Aviv Cohen

Title:
Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms
Author(s):
Cohen, Aviv
Thesis Advisor(s):
Gaudelli, William
Date:
2013
Type:
Theses
Degree:
Ph.D., Teachers College
Department(s):
Social Studies Education
Persistent URL:
https://doi.org/10.7916/D8Q52WTJ
Abstract:
Based on the notion that philosophical assumptions and educational aims are important factors that gear educational processes, this study focuses on the ways in which teachers' assumptions and goals regarding citizenship influence their teaching of civics. The research of this topic is pursed based on a set of comparative analytic case studies that observe different ways in which conceptions of the notion of good citizenship manifest in three Israeli high school civics classrooms. This study draws from the research traditions of grounded theory, the use of ideal types, as well as the principles of the qualitative instrumental collective case study approach. This study's main finding is the identification of a stark disparity between the conceptions of citizenship that are promoted in each of the three cases, despite the a-priori similarities between them. This disparity results in the enactment of very different types of civics lessons as well as influences the goals, the relation to the curriculum standards, and the pedagogies implemented in these three settings. As a result of these findings, three ideal types of citizenship and civic education (CCE) are presented, reflecting these different approaches: (1) disciplined CCE; (2) participatory CCE; and (3) critical CCE. The importance of these findings is in the illumination of a civic education gap, relating to these differences. Following the scholarly discourse surrounding this topic, this study contributes to the understanding that not only is there a gap regarding the civic experiences and opportunities to which the students are exposed, but that the fundamental meaning of the term good citizenship is interpreted and promoted in a varying fashion. This focus, on the ways in which these different conceptions influence and reinforce the reality of the civic education gap, forges the connections between these two fields of study, a connection that yet has to been acknowledged in the literature. In fact, this civic education gap implies to the contextual factor of social inequality as it reflects in the classroom settings, in relation to this specific subject matter. An explanation for this gap is the central role that the civics teachers hold, in relation to their students' opinions, academic levels and socio-economic backgrounds. With the help of the theoretical concepts of civic abandonment and civic activity, which relate to the individual's civic identity in relation to the country in which s/he lives, this study documents ways in which teachers frame their civics lessons in congruence to their own perception of their students' civic orientations. In this manner this study points to the dangers of such a reality in which teachers choose to promote civic ideals that do not recognize the complexity and multiplicity of this topic. Based on these findings, a presentation of pedagogical strategies as well as a descriptive theoretical model of the civic education process will be brought forth, utilizing these different approaches to CCE. This presentation will potentially support teachers in designing holistic educational experiences that touch on a variety of CCE conceptions. This stands in contrast to the current reality in which such conceptions are dealt with as mutually exclusive. In this manner, this study promotes the belief that all students should have equitable access to the knowledge, values and dispositions that are crucial for any democratic citizen.
Subject(s):
Social sciences--Study and teaching
Political science
Item views
1334
Metadata:
text | xml
Suggested Citation:
Aviv Cohen, 2013, Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms, Columbia University Academic Commons, https://doi.org/10.7916/D8Q52WTJ.
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