Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning

Autor/in	Stokamer, Stephanie Taylor
Titel	Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning
Quelle	(2011), (246 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Portland State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-4220-2
Schlagwörter	Hochschulschrift; Dissertation; Social Justice; Critical Theory; Research Universities; Learning Strategies; Factor Analysis; Teaching Methods; Educational Strategies; Democratic Values; Democracy; Competence; Citizenship; Service Learning; School Community Relationship; Community Education; Longitudinal Studies; Outcomes of Education; Courses; College Curriculum; College Students; Epistemology; College Role; Models; Item Analysis; Citizenship Education; Robustness (Statistics); Cultural Pluralism; Effect Size; Instructional Design; Urban Universities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Gerechtigkeit; Kritische Theorie; Forschungseinrichtung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Demokratie; Kompetenz; Staatsbürgerschaft; Service-Learning; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Kursangebot; Collegestudent; Erkenntnistheorie; Analogiemodell; Itemanalyse; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Widerstandsfähigkeit; Kulturpluralismus; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Civic competence is critical to the successful functioning of pluralistic democracies. Developing the knowledge, skills, and motivations for effective democratic participation is a national and global imperative that many higher education institutions have embraced through the teaching strategies of community-based learning and service-learning. Yet, scant research literature has focused on the relationship between pedagogical approaches and civic competence outcomes. This five-year longitudinal study of 11,000 students in 700 senior-level capstone courses at an urban research university empirically tested a new theoretically constructed model of civic competence development in order to identify epistemological and pedagogical elements that enhance civic competence. Eight epistemological domains embedded within four components of civic competence (knowledge, skills, attitudes, and actions) were analyzed utilizing item and factor analysis. The model was extremely robust (r = 0.917) for civic competence development and indicated strong effect size for multiple pedagogical elements of course design, teaching strategies, and integration of community service. Significantly, the greatest effect for developing civic competence is pedagogical incorporation of diversity and social justice issues. Thus, the Critical Pedagogy Model of Civic Competence offers faculty a heuristic taxonomy of teaching and learning strategies to utilize diversity of thought and interaction in community-based learning as a catalyst for transforming students into competent democratic participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10