Contested Curriculum: How Teachers and Citizens View Civics Education. Policy Brief 1

Autor/inn/en	Lautzenheiser, Daniel K.; Kelly, Andrew P.; Miller, Cheryl
Institution	American Enterprise Institute for Public Policy Research
Titel	Contested Curriculum: How Teachers and Citizens View Civics Education. Policy Brief 1
Quelle	(2011), (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Schools; Civics; Public Policy; Social Studies; Citizenship Education; Teacher Attitudes; Secondary School Teachers; Surveys; Comparative Analysis; Public Opinion; Political Affiliation; Political Issues; Educational Change; Instructional Effectiveness + Suchen Sie Ihr Suchwort? High school; Oberschule; Staatsbürgerkunde; Öffentliche Ordnung; Gemeinschaftskunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerverhalten; Survey; Umfrage; Befragung; Öffentliche Meinung; Politisches Interesse; Politischer Faktor; Bildungsreform; Unterrichtserfolg
Abstract	The American Enterprise Institute for Public Policy Research (AE) Program on American Citizenship has set out to explore what teachers and the public think high schools should be teaching about citizenship and whether they believe high schools are actually achieving those goals. In spring 2010, the authors developed and commissioned a survey, "High Schools, Civics, and Citizenship: What Social Studies Teachers Think and Do," to investigate what high school social studies teachers are teaching today about citizenship. They then administered a portion of the survey to a representative sample of one thousand American citizens as part of the Cooperative Congressional Election Study. They use these data in this report to make two basic comparisons. In the first section, they compare the attitudes and preferences of social studies teachers to those of the public. In the second, they break the public out into Democrats and Republicans and document important differences across those two partisan groups. The results, particularly the areas of agreement and disagreement across these various stakeholders, have implications for the teaching of citizenship in America's high schools. In general, they find that while citizens and teachers often have similar beliefs about what topics and concepts are most essential to teach about citizenship, important differences emerge on issues like whether schools should emphasize teaching facts and dates and on topics like tolerance and global citizenship. Importantly, they also uncover a significant amount of pessimism from the public about whether high school students are actually learning much about citizenship in high school. (Contains 3 tables, 2 figures and 8 notes.) (ERIC).
Anmerkungen	American Enterprise Institute for Public Policy Research. 1150 Seventeenth Street NW, Washington, DC 20036. Tel: 202-862-5800; Fax: 202-862-7177; Web site: http://www.aei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06