Notice bibliographique
Résumé
In the first section of this volume, authors outline the respective national challenges for civic educators in the U.S., England, Australia, and Hong Kong.Their conclusions are based on the results of the International Association for the Evaluation of Educational Achievement Study (otherwise called the "IEP" or "CivEd" Study).In the second part of the volume, authors who have conducted qualitative research offer conclusions intended to help educators improve the quality of citizenship education in Europe and Germany.The cross-section of results and interpretations presented on the status of citizenship education are both disparaging and illuminating.Part I: Interpretations of quantitative studies into citizenship knowledge and attitudes In Chapter One, Hahn outlines the national and comparative status of early teen readiness for citizenship.She reports that: "…at age 14 most students in the United States have a good general understanding of democracy and democratic principles, and they report a number of attitudes and behaviours that point toward their becoming civically engaged, tolerant citizens" (p.17).Hahn emphasizes that this knowledge is basic and insufficient insofar as it could lead to engagement in political processes such as voting or interest in and discussion of controversial public issues.Because students only have a cursory understanding of national government, they "…are being inadequately prepared to deal with international issues" (pp.23-24).Hahn offers concrete suggestions for classroom improvements that can help address the challenges she thinks civic educators face in a post 9/11 era.Similarly, in Chapter Two, Kerr highlights the issue of students' lack of in-depth knowledge of democratic processes and practices, particularly with respect to elections and again, participation in political activities (p.34).One reason Kerr offers for the break between procedural understanding and action is that "It suggests that students have had limited opportunities to learn about , experience and understand these aspects of civic and political society, either in school or in the communities they live" (p.34).Kerr suggests that another cause for the disconnection between the understanding of democratic ideals and political action is the general mistrust or negative perceptions students have of government institutions.In this piece, Kerr provides a list of guiding questions he developed in response to the study results that he hopes will help educators identify early their agendas for developing citizenship education.In answering these questions, we may be able to encourage both a depth of understanding of political process and more student engagement in "effective" political action (p.36).In Chapter Three, Kennedy and Mellor raise nuanced points about the IEP study itself and the nature of citizenship knowledge.First, they reiterate the
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».