Browsing by Subject "civic education"

Now showing 1 - 3 of 3
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    An Examination of the Relationship between Institutional and Faculty Emphasis on Civic Engagement and Students’ Actual Civic Engagement and Civic Outcomes
    (2019-09) Rivard, Jaclyn
    Researchers have clearly linked higher-education attainment to increased civic engagement, but aspects of higher education that contribute to this phenomenon have not been fully explored. This study examines the relationship between the emphasis that faculty members and institutions place on civic engagement and students’ actual civic engagement and civic outcomes. Analyses are based on data from the National Survey of Student Engagement and the Faculty Study of Student Engagement. The findings show that both faculty emphasis on civic engagement and institutional emphasis on civic engagement are positively associated with students' civic engagement and civic outcomes. Institutions and faculty members need to be aware of their potential influence on students’ civic engagement and civic outcomes, and take steps to leverage that potential to support the civic mission of higher education.
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    Reinventing Citizenship: The Practice of Public Work
    (St. Paul, MN: University of Minnesota Extension Service, 1995-11) Center for Democracy and Citizenship
    "Reinventing Citizenship draws upon the experience of pilot project participants to illustrate the potential of active citizenship for reinvigorating public institutions and public problem solving. These are supplemented by books, articles, and other resources listed in the appendices." (p2)
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    Student Partisan Identity and Online Discussions
    (2017-06) Clark, Christopher
    Political division in the United States is the subject of much analysis in the fields of political science and psychology. While political partisanship looms large over discussions of the national political climate’s influence on schools and classrooms, very little work exists that directly examines the effects of high school students’ political beliefs. Prior research on adults indicates that political partisans are different from their non-partisan counterparts in terms of political knowledge and efficacy. Further, studies often detect biases in adults’ processing of political information. Although social studies scholars are beginning to address issues of political division, researchers have yet to directly examine how partisanship influences students’ perceptions, behaviors, opinions, and learning. The study described in this dissertation attempts to address this gap. The present research is built around an online discussion of a controversial issue. Using data from three surveys, a discussion forum, and student interviews, I examine differences between partisans and non-partisans prior to the discussion, differences in behaviors these two groups exhibit during a discussion, differences in outcomes following a discussion, and differences in partisan and non-partisans’ ability to consider arguments. The findings of this study generally support the argument that, similar to adults, adolescent partisans are substantially different from non-partisans in terms of their political perceptions, behavior, and cognition. There are, however, important contextual factors, such as having an open classroom climate and composition of the discussion groups, which can alter the impacts of students’ partisan identities.