Civic Education in Ten Countries: An Empirical Study. International Studies in Evaluation VI.

Autor/inn/en	Torney, Judith V.; und weitere
Institution	International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
Titel	Civic Education in Ten Countries: An Empirical Study. International Studies in Evaluation VI.
Quelle	(1976), (341 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Affective Objectives; Civics; Classroom Environment; Classroom Techniques; Cognitive Objectives; Comparative Analysis; Comparative Education; Comparative Testing; Cross Cultural Studies; Democratic Values; Educational Assessment; National Norms; Political Attitudes; Political Influences; Political Science; Political Socialization; Secondary Education; Socioeconomic Influences; Statistical Analysis; Student Attitudes; Surveys + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Klassenklima; Unterrichtsklima; Klassenführung; Kognitives Lernziel; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Education; assessment; Bewertungssystem; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Politische Sozialisation; Sekundarbereich; Sozioökonomischer Faktor; Statistische Analyse; Schülerverhalten; Survey; Umfrage; Befragung
Abstract	The political education of young people in West Germany, Finland, Iran, Ireland, Israel, Italy, Netherlands, New Zealand, Sweden, and United States is examined. Purposes of the study are to (1) define civic education cross-nationally, (2) deal with methodological problems in assessing student achievement and attitudes, (3) convey a detailed picture of student knowledge and attitudes, (4) assess the impact of home and school on knowledge and attitudes, (5) relate characteristics of school and national political systems to affective and cognitive outcomes, and (6) consider the place of a comparative civic-education study in political socialization research. A set of classroom-administered questionnaires covering factual knowledge, civic attitudes, perception and understanding of political processes, and background information were answered by over 30,000 10-year-olds, 14-year-olds, and preuniversity students. Answers were analyzed to show similarities in political education in different countries, to show processes of influence, and to compare age-level results. Results showed that classroom climate was more important than classroom practices. For example, more knowledgeable, less authoritarian, and more interested, though not necessarily more democratic, students attended schools where they were encouraged to have free discussion and to express their opinions in class. Cause and effect was conjectural only, but mental development and age of students proved important. (ND)
Anmerkungen	Halsted Press, 605 Third Avenue, New York, New York 10016 ($19.75 paperback)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01