International Comparative Studies in Education Descriptions of Selected Large-Scale Assessments and Case Studies (1995) / Chapter Skim
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Civics Education Study
Civics Education Study
Pages 7-11
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From page 7... ...
Needs and opportunities for a second civics education study are: o o o o o o o o Moves toward democratization around the world Increasing immigration/emigration and resurgent authoritarianism and racism Alienation among youth and the growth of what has been called "unconventional participation" Recognition of the implicit or hidden curriculum Wariness concerning discussions of civics and political Women's increasing role in politics Prominent environmental issues Powerful mass media In addition, there have been advances in the social sciences, educational measurement, and the methodologies and models used by TEA that provide a background for a second study. Many differences exist around the world in the content and process of civics education.
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From page 8... ...
Each participating country will prepare a case study of its civics education, including reviews of previous empirical and policy studies, interviews, and analysis of curricula, to gather: o o o information about the political, educational, social, and economic context with special attention to major recent changes or reforms, including some social indicators conceptions of and definitions related to civics education, including both official statements such as national curricula or assessment standards, and other major points ~ ot view information about content and methods of civics education as it is practiced, centered on intended and like unintended learning outcomes of civics education and how it is envisioned that these outcomes will be achieved by students International Comparative Studies - ~ Winter 1994-95
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From page 9... ...
It will be designed around issues and processes and programs currently in place and questions of high interest and relevance in participating countries. A conceptual framework for Phase II will emerge from the Phase ~ case studies.
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Fuming In Phase I The National Center for Education Statistics will contribute a modest amount of funding for the international costs; most of the funding for international costs is expected to come from outside the United States. Information Sources International Association for the Evaluation of Educational Achievement GEAR Secretariat c/o SVO Sweelinckplein 14 2517 OK lThe Hague THE NETHERLANDS telephone: 3 I-70-346-96-79 facsimile: 31-70-360-99-51 e-mail: iea~svo.nl Judith Torney-Purta, Ph.D., International Project Coordinator of Phase T and Planning Committee Chair Professor of Human Development Benjamin Building 3304, University of Maryland College Park, Maryland 20742 telephone: 301/ 405-2806 facsimile: 301/ 405-2891 electronic mail: IT22@umail.umd.edu Gordon M
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From page 11... ...
* NOTE: This study summary was reviewed and edited by William LoxIey at the International Association for the Evaluation of Educational Achievement in The Hague on June 9, 1994, and by Judith Torney-Purta and Gordon Ambach in Washington, D.C.
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