Titlebook: Becoming Citizens in a Changing World; IEA International Ci Wolfram Schulz,John Ainley,Tim Friedman Book‘‘‘‘‘‘‘‘ 2018 International Associa

阻止

,Students’ attitudes toward important issues in society,This chapter explores data relating to ICCS 2016 Research Question 4: What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors associated with their variation?

Desert

,Explaining variation in students’civic knowledge and expected civic engagement,This chapter presents some results of the multivariate analyses of ICCS 2016 data that we conducted in an effort to explain variation in three commonly investigated outcomes of civic and citizenship education: civic knowledge, expected electoral participation, and expected active political participation.

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懶洋洋

,Students’ civic knowledge,ty with the civic and citizenship content described in the ICCS 2016 assessment framework but also to the ability to apply relevant cognitive processes to this content (Schulz, Ainley, Fraillon, Losito, & Agrusti, 2016). Civic knowledge is important in all four of the framework’s content domains.

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School contexts for civic and citizenship education,e not only students’ learning outcomes in the field of civic and citizenship education but also their civic engagement. These contexts include the wider community, the school and classroom, the home and peer environment, and characteristics of individual students.

北極熊

Main findings and implications for policy and practice,nd in a number of countries in other regions of the world since the mid-1970s, Huntington (1991) postulated a “third wave” of democratization. The end of the 20th century consequently saw widespread expectation that free elections, recognition of human rights, freedom of speech, and rule of law would become commonplace around the world.

Nonthreatening

Mohd Nadzeri Omar,Muhammad Hilmi Jaliltizens in society. It seeks to support emerging citizens by helping them understand and engage with society’s principles and institutions, develop and exercise informed critical judgment, and learn about and appreciate citizens’ rights and responsibilities.

Concomitant

Myocyte

Yang Fan,Zhou Tianyang,Zhu Jiehaoe not only students’ learning outcomes in the field of civic and citizenship education but also their civic engagement. These contexts include the wider community, the school and classroom, the home and peer environment, and characteristics of individual students.

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