Your search found 1723 results.

Descriptors:
Discourse Analysis; Comparative Analysis; Children; Youth; Foreign Countries; Movement Education; Youth Clubs; Males; Females; Organizations (Groups); Extracurricular Activities; Citizenship Responsibility; Socialization

Abstract:
The aim of this article is to analyze the Swedish scout program. Socialization is used as a theoretical tool in the analysis. The method is inspired by critical discourse analysis. What are children and young people being prepared for, how is it accomplished, and by whom? The findings reveal two discourses: doing things as an investment for the future versus having fun. In "the scout factory," the movement is the initiator, the leader the performer, and the young person the individual who is to become the final product--a responsible citizen. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychological Patterns; Public Service; Altruism; Government (Administrative Body); Presidents; Citizenship Responsibility; Leadership Responsibility; Social Responsibility; Philosophy; Individual Characteristics

Abstract:
Plato noticed a sizeable problem apropos of establishing his republic--that there was always a ready pool of zealous potential rulers, lying in wait for a suitable opportunity to rule on their own tyrannical terms. He also recognized that those persons best suited to rule, those persons with foursquare and unimpeachable virtue, would be least motivated to govern. Ruling a polis meant that those persons, fully educated and in complete realization that the most complete happiness comprises solitary study of things unchanging, would have to compromise their happiness for the wellbeing of their polis and of the people in it. Plato's solution, in effect that the aristoi would merely recognize their duty to sacrifice personal happiness for the happiness of the polis, has perplexed and continues today to perplex scholars. Like Plato, Jefferson recognized that there was always a pool of eager sharks, ready to govern. His republicanism, comprising a ward system and general education, was founded on the fullest participation of its citizenry, suitably educated and a governing aristoi. The true aristoi, the "natural aristoi", are the intelligent and virtuous and that government is best which allows for a "pure selection" of the natural aristoi into the governing offices. Nonetheless, as Jefferson's own life shows, non-parochial governing meant being rent from domestic tranquility, being forced to leave behind one's personal affairs to decay, and being tossed willy-nilly into the coliseum of nonstop political wrangling. Why would anyone, particularly one wanting to be happy, wish to govern? Thus, Jefferson faced the same problem that Plato faced. How could a state be structured so that the wisest and most virtuous would be motivated to rule? In this paper, I argue that Jefferson, in full recognition of the problem of encouraging the most intelligent and virtuous to govern, the problem of public service, offers a solution that is remarkably Platonic. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Student Attitudes; Social Services; Altruism; Learning Experience; Correlation; Social Change; Service Learning; Citizenship Responsibility; Deafness; Questionnaires; Attitude Change; Attitude Measures; Undergraduate Students; Comparative Analysis

Abstract:
A literature review identified various kinds of altruism, including altruism devoted to social change and a charitable form of altruism, along with the concept that it is possible for these types to occur independently or simultaneously. A study was conducted with university students in a Deaf studies program to determine the effect of a service-learning experience on the development of altruistic behaviors. Students in a course titled "Social Services in the Deaf Community" responded to a questionnaire measuring their attitudes toward serving the community before and after they participated in an off-campus experience volunteering with organizations that served or could serve the Deaf community. The results indicated significant changes in students' attitudes regarding their ability to make a difference in society, and strongly suggest a positive correlation between service-learning experiences and development of "civic responsibility" altruistic behaviors among Deaf studies students volunteering in the community. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizenship; Democracy; Citizenship Education; Citizenship Responsibility; Democratic Values; Educational Principles; Research Reports; Civics; United States Government (Course); Culturally Relevant Education; Change Strategies; Educational Change; Educational Assessment; Educational Indicators

Abstract:
This article presents the author's critique on a new report titled "A Crucible Moment: College Learning and Democracy's Future", and focuses on civic education and civic engagement. The Obama administration's new report confronts a genuine problem in American education. The decline of civic education and knowledge in America is one of the few problems about which both sides of the political spectrum can agree, at least in principle. Many surveys and studies in recent years have exposed a stunning lack of basic knowledge among the citizenry--especially the young--about America's constitutional system and the political systems of other countries. The author argues that, in assuming a decidedly progressive posture on civic education and engagement, the report ironically represents a failure of the civic education and engagement it purports to champion. The author's point here is that a persuasive report on civic education and engagement that attempts to see things from a higher perspective should recognize two truths: (1) that profound and legitimate disagreement reigns over the best solutions to problems the report cites; and (2) "that recognizing this disagreement is essential to civic education and engagement." He contends that "Crucible" will generate creedal passion in its own right. But it lets one down by failing to integrate creedal disagreement into its vision of citizenship, civic engagement, and civic education. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Restructuring; Educational Change; Grade 5; Females; Elementary School Students; Case Studies; Secondary Schools; Comparative Analysis; Citizenship Responsibility; Student Empowerment; Social Development; Scaffolding (Teaching Technique); Interpersonal Competence; Discourse Communities; Longitudinal Studies; Semi Structured Interviews; Focus Groups; Classroom Observation Techniques; Inquiry; Learning Activities; School Activities; Dining Facilities; Cooperative Learning; Social Responsibility; Outcomes of Education

Abstract:
The present research examines the developmental outcomes of elementary-aged students engaged in student voice efforts. Using a case study of fifth-grade girls, the authors compare their experiences to research examining secondary school. The authors find marked similarities in the growth of agency, belonging, competence--the ABCs of youth development. The authors also notice two additional dimensions--the need to engage in discourse that allows an exchange of diverse ideas while working toward a common goal. The authors also observed the emergence of civic efficacy, or a belief that one can make a difference in their social worlds. The authors also examine the contexts and conditions that support positive youth development in this case--scaffolding youth learning, establishing inquiry as the framework for teaching and learning, and establishing a clear vision of the school as a place that fosters student voice. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Teacher Educators; Elementary School Teachers; Case Studies; Educational Responsibility; Teacher Responsibility; Self Efficacy; Educational Theories; Educational Practices; Educational Change; Qualitative Research; Teaching Styles; Citizenship Responsibility; Phenomenology; Attitude Change

Abstract:
In this article, we present a qualitative multi-case study of three beginning elementary teachers working in New York City and describe the distinct ways in which each articulates her responsibility to teach a social justice-oriented education. We employ positioning theory to examine how teachers narrate their relationship to the concept of social justice and how this relates to the ways in which they identify themselves and others as capable and qualified to engage in such work. We find that responsibility to teach for social justice is often delegated based on a perception of experiences with injustice and wonder how this rigid outlook can be made more malleable and inclusive. We draw from the work of Sharon Todd to imagine how individuals, situated within unique and divergent circumstances, can all be framed as integral members in the making of a more just world. This article ends with suggestions for how teachers and teacher educators can infuse such theories into reflective, autoethnographic practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Creativity; State Standards; Problem Solving; Metacognition; Technological Literacy; Thinking Skills; Critical Thinking; Communication Skills; Cooperation; Leadership; College Readiness; Careers; Check Lists; Citizenship Responsibility; Global Approach; Mastery Learning; Student Evaluation; Experiential Learning

Abstract:
The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic learning experiences and rigorous, varied assessment strategies. Based on the best ideas of renowned experts in education, this book provides a framework and practical ideas for measuring: (1) Thinking skills: critical thinking, problem solving, creativity, and metacognition; (2) Actions: communication, collaboration, digital and technological literacy; and (3) Living skills: citizenship, global understanding, leadership, college and career readiness. Included are numerous rubrics and checklists, a step-by-step model for developing your own classroom assessments, a lesson planning template, and sample completed lesson plans. "Assessing 21st Century Skills" gives you the tools and strategies you need to prepare students to succeed in a rapidly changing world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduation Requirements; State Standards; Standardized Tests; Civics; Elections; Federal Legislation; Social Studies; Citizen Participation; Citizenship Education; Citizenship Responsibility; Educational Needs; Educational Practices; Educational Policy; Educational Testing; Social Attitudes

Abstract:
The 2012 presidential election and many state and local races are only a few weeks away, but schools are not doing much to promote student interest in the elections or provide civic education more broadly, new research suggests. A report last week from the Center for Information and Research on Civic Learning and Engagement (CIRCLE), at Tufts University, in Medford, Massachusetts, found only eight states have standardized tests specifically in civics education at the high school level, and Ohio and Virginia alone require students to pass them to graduate. It also says only 21 states mandate that students take a social studies test--the broader discipline that includes history, geography, and civics--and only nine require that they pass it to earn a diploma. That number is down from 34 states that conducted regular assessments in 2001. And most of those tests, according to the findings, are weakly linked to state standards and do not test deeper knowledge of the subject matter at hand. The findings help document what many in education have been saying since the passage of the No Child Left Behind Act more than a decade ago. An emphasis on reading and mathematics, driven by the law's testing and accountability requirements, has cut into the time and attention devoted to some of the other subjects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Scientific Research; Social Sciences; Citizenship Education; Citizenship Responsibility; Science Education; Conservation (Environment); Citizen Participation; Elementary Secondary Education; High Schools; Social Problems; Questionnaires; Inquiry; Data Collection

Abstract:
In recent years, citizen science projects have emerged as a means to involve students in scientific inquiry, particularly in the fields of ecology and environmental science. A citizen scientist is "a volunteer who collects and/or processes data as part of a scientific inquiry" (Silverton 2009, p. 467). Participation in citizen science fosters an appreciation for the diversity of scientific fields (i.e., conservation biology, ornithology). The National Science Foundation (NSF) supports citizen science projects as a means to recruit future generations into the science, technology, engineering, and mathematics (STEM) disciplines by directly involving students in scientific research. Teachers have expanded citizen science projects to include not only gathering and analyzing data but also civic participation and action (Zaikowski and Lichtman 2007; Ryken et al. 2008). This effectively merges hard sciences with social sciences. In this article, the authors present the multidisciplinary Project Citizen approach to teaching and learning science and engaging students in action-oriented citizen science. Project Citizen, a curricular program administered by a national network of coordinators in every state, promotes competent and responsible civic participation by giving students a vehicle to influence and monitor public policy (Center for Civic Education 2009). High school teachers can adapt Project Citizen as an approach for teaching a variety of subject areas. English teachers can use Project Citizen to emphasize speech and writing skills; social studies teachers can emphasize civic ideas and practices; and mathematics and science teachers can focus on analytical thinking and scientific inquiry. (Contains 3 figures and 2 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Teacher Attitudes; Educational History; Intellectual History; Patriotism; Citizenship Education; Citizenship Responsibility; Social Values; Values Education; Educational Principles; Educational Philosophy; Historical Interpretation; Educational Practices; Foundations of Education

Abstract:
In Russia in the nineteenth century, educators and professional teachers paid a lot of attention to formulating principles of the upbringing and education of the kind of person who is worthy to be a citizen of his Fatherland; this was reflected in their scientific writings and literary works. The idea that patriotic upbringing was a part of moral training and an inseparable part of education, was quite widespread. This article analyzes the main approaches to the upbringing of the citizen and patriot in Russian education in the nineteenth century, and examines the views of the most well-known Russian teachers and educators of that period. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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