Using Elections as Teachable Moments: A Randomized Evaluation of the Student Voices Civic Education Program

2009 ◽  
Vol 116 (1) ◽  
pp. 33-67 ◽  
Author(s):  
Amy K. Syvertsen ◽  
Michael D. Stout ◽  
Constance A. Flanagan ◽  
Dana L. Mitra ◽  
Mary Beth Oliver ◽  
...  
Keyword(s):  
Civic Education ◽  
Education Program ◽  
Student Voices ◽  
Teachable Moments ◽  
Randomized Evaluation

Teaching classics as moral and civic education

2019 ◽  
Vol 8 (2) ◽  
pp. 217-232
Author(s):  
Cheuk-Hang Leung ◽  
Hin Yan Chan
Keyword(s):  
Focus Group ◽  
General Education ◽  
Civic Education ◽  
Political Institutions ◽  
Education Program ◽  
Group Analysis ◽  
Values Education ◽  
Asia Pacific ◽  
Content Type ◽  
Civic Literacy

Purpose In light of the concerns of declining value education in higher education and the debates on the role of general education in current university setting, the purpose of this paper is to discuss the relation between general education and moral and civic education by examining the effectiveness of a compulsory classics reading general education program in cultivating civic literacy in Asia-Pacific context. Design/methodology/approach Mixed-method approach in the form of survey assessment and focus group studies was employed to examine the degree of students’ development in abilities and virtues relevant to civic literacy in the course. Findings Data analyses reveal a promising development on students’ civic literacy in the classics reading general education course. Statistical analysis on surveys indicated students experienced a significant development on democratic skills and critical thinking, acquisition of civic knowledge and cultivation of democratic virtues after taking the course. Focus group analysis illustrated a relation between classics reading and students’ acquisition of knowledge of socio-political institutions, cultivation of open-mindedness and sense of tolerance for diversity and willingness of seeking reasonableness and engaging in social debates. Originality/value This paper discusses the successful experience of a newly formulated General Education program in Hong Kong. The program is the first attempt in East Asia to launch values education through the teaching and learning of classics in Asia-Pacific context. This could be an example of launching values education at the level of undergraduate education for other local universities.

scholarly journals Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures

2020 ◽  
pp. 1-45 ◽  
Author(s):  
Jason T. Kerwin ◽  
Rebecca L. Thornton
Keyword(s):  
Outcome Measures ◽  
Education Program ◽  
Program Effectiveness ◽  
Mother Tongue ◽  
Reading Scores ◽  
Negative Effects ◽  
Education Production ◽  
Randomized Evaluation ◽  
Complementary Inputs ◽  
Writing Scores

This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.

The real situation about the conformation to quality and professional competency standards of Civic education teachers in Hanoi

2020 ◽  
Vol 65 (7) ◽  
pp. 78-87
Author(s):  
Toan Nguyen Thi ◽  
Dung Nguyen Ngoc ◽  
Xiem Nguyen Thi
Keyword(s):  
General Education ◽  
Civic Education ◽  
Education Program ◽  
Research Result ◽  
Competency Framework ◽  
Professional Competency ◽  
Real Situation ◽  
The Real ◽  
Training Content ◽  
Basic Standards

Based on the survey of current qualities and competencies of Civic education teachers in Hanoi, this article affirms that, the staff has met the basic standards according to the Competency Framework for Civic education teachers. However, to get effective results in implementing the new general education program, teachers of Civic education still need a number of competencies, especially professional competency. The research result is the basis for identifying training content and methods to develop the competencies of this staff.

Geography in the Civic Education Program

1939 ◽  
Vol 30 (5) ◽  
pp. 219-222
Author(s):  
E. Lorraine Conrad
Keyword(s):  
Civic Education ◽  
Education Program

scholarly journals PENDIDIKAN DAN PENILAIAN KARAKTER DI SEKOLAH MENENGAH KEJURUAN

2015 ◽  
Author(s):  
Edy Supriyadi
Keyword(s):  
High Schools ◽  
School Culture ◽  
Character Education ◽  
Civic Education ◽  
Education Program ◽  
Vocational High Schools ◽  
Religion Teachers ◽  
Keywords Education ◽  
Character Education Program

Abstract: Character Education and its Assessment in Vocational High Schools. Character education is a process of helping people to develop good characters, such as honesty, responsibility, compassion, and self-respect. Character education at school aims to build the student and staff characters and to develop the school culture. The assessment of character education covers that of student and staff characters and the school culture. The assessment of student character can be conducted through classroom-based assessment by teachers. In addition, civic education and religion teachers are supposed to conduct the assessment of student character more thoroughly. The assessment of staff character should be conducted by a school internal team. The school culture may be assessed by a provincial external team. The results of assessment are used to make decisions of student grade promotion and graduation and to improve a character education program. Keywords: education, character education

scholarly journals Pancasila and Civic Education Learning by Non Pancasila and Civic Education Program Graduate

2020 ◽  
Vol 3 (3) ◽  
pp. 1650-1659
Author(s):  
Elmas Dw Ainsyiyah ◽  
Andres M. Ginting
Keyword(s):  
Qualitative Research ◽  
Civic Education ◽  
Learning Process ◽  
Education Program ◽  
Teaching Style ◽  
Study Program ◽  
Vice Principals ◽  
Education Study ◽  
Research Schools ◽  
Program Graduate

This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.

scholarly journals Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures

2020 ◽  
Author(s):  
Jason Theodore Kerwin ◽  
Rebecca Thornton
Keyword(s):  
Outcome Measures ◽  
Education Program ◽  
Program Effectiveness ◽  
Mother Tongue ◽  
Reading Scores ◽  
Negative Effects ◽  
Education Production ◽  
Randomized Evaluation ◽  
Complementary Inputs ◽  
Writing Scores

This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.

scholarly journals Identifying Best Practices in Civic Education: Lessons from the Student Voices Program

2007 ◽  
Vol 114 (1) ◽  
pp. 75-100 ◽  
Author(s):  
Lauren Feldman ◽  
Josh Pasek ◽  
Daniel Romer ◽  
Kathleen Hall Jamieson
Keyword(s):  
Best Practices ◽  
Civic Education ◽  
Student Voices
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