Empowering Teaching for Participatory Citizenship: Evaluating the Impact of Alternative Civic Education Pedagogies on Civic Attitudes, Knowledge and Skills of Eight-Grade Students in Mexico

Autor/inn/en	Reimers, Fernando M.; Ortega, Maria Elena; Cardenas, Mariali; Estrada, Armando; Garza, Emanuel
Titel	Empowering Teaching for Participatory Citizenship: Evaluating the Impact of Alternative Civic Education Pedagogies on Civic Attitudes, Knowledge and Skills of Eight-Grade Students in Mexico
Quelle	In: Journal of Social Science Education, 13 (2014) 4, S.41-55 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Citizenship Education; Low Income; Generalization; Educational Objectives; Teaching Methods; Civics; Intervention; Knowledge Base for Teaching; Instructional Effectiveness; Teacher Education; Outcomes of Education; Lesson Plans; Statistical Analysis; Experimental Groups; Transfer of Training; Grade 8; Mexicans; Grade 9; Questionnaires; Mexico + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Niedriglohn; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Staatsbürgerkunde; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Lernleistung; Schulerfolg; Lesson planning; Unterrichtsplanung; Statistische Analyse; Training; Transfer; Ausbildung; School year 08; 8. Schuljahr; Schuljahr 08; Mexikaner; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Mexiko
Abstract	In spite of the fact that public schools were established to prepare students for citizenship, the alignment of teaching practice with this goal is poor. In part, this is because the knowledge base about the efficacy of curricular and pedagogical approaches in supporting specific civic outcomes is limited, as is our knowledge about the extent to which civic learning is constrained to pedagogical objectives specifically taught vs. the generalizability of what is learned to other civic outcomes. In this paper we evaluate the impact of three interventions aimed at training teachers to use a specific pedagogical approach (i.e. lesson planning, participatory learning, and a combination of both) to teach civic education to low-income eight-grade students in Nuevo Leon, Mexico. These pedagogies aimed at improving teacher practices used to teach the civic education curriculum and fostering a specific set student's civic skills. Using data from a cluster randomized experimental design at the classroom level, we found positive impact of the three civic education pedagogies on teacher practices reported by students. We also found statistically significant impacts on a range of students' civic dimensions explicitly targeted by the curriculum. Finally, we found limited or no evidence of transfer of effects to civic dimensions not explicitly targeted in the curriculum. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://jsse.ub.uni-bielefeld.de/index.php/jsse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01