東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Essential School Supports for Civic ...

Healy, Shawn P.

Linked to FindBook

Google Book

Amazon

博客來

Essential School Supports for Civic Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Essential School Supports for Civic Learning./
Author:	Healy, Shawn P.
Description:	649 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Political science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688449
ISBN:	9781321670868

Essential School Supports for Civic Learning.
Healy, Shawn P.

Essential School Supports for Civic Learning. - 649 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Chicago, 2014.

This dissertation tests the respective contributions of traditional and innovative civic learning practices to students' civic knowledge and skills via statistical analysis of student performance on the past three iterations of the National Assessment of Educational Progress in Civics. Their ability to close the "civic achievement gap" across race and ethnicity, family income, parental educational attainment, and English language proficiency is also determined.

ISBN: 9781321670868Subjects--Topical Terms:

528916
Political science.

Essential School Supports for Civic Learning.
LDR:03105nmm a2200325 4500 001 2068493
005 20160422121604.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321670868
035 $a (MiAaPQ)AAI3688449
035 $a AAI3688449
040 $a MiAaPQ $c MiAaPQ
100 1 $a Healy, Shawn P. $3 3183440
245 1 0 $a Essential School Supports for Civic Learning.
300 $a 649 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Dick Simpson.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2014.
520 $a This dissertation tests the respective contributions of traditional and innovative civic learning practices to students' civic knowledge and skills via statistical analysis of student performance on the past three iterations of the National Assessment of Educational Progress in Civics. Their ability to close the "civic achievement gap" across race and ethnicity, family income, parental educational attainment, and English language proficiency is also determined.
520 $a Next, through analysis of 2013 Illinois Five Essentials survey data, school mission and vision statements, student handbooks, school-wide civic assessments, and structured interviews with 25 teachers and administrators at Illinois high schools recognized for their strong civic learning programs, common elements for sustained, systemic commitments to students' civic development were deduced.
520 $a Exposure to selected traditional and innovative civic learning practices collectively contributes to students' civic knowledge and skills. The latter do not universally outperform the former. In fact, they appear most impactful when offered in tandem. Moreover, the vast majority of these practices fail to close the aforementioned "civic achievement gap." They do, however, make positive contributions across demographic groups. Unfortunately, exposure to powerful practices at ideal dosages is inequitably distributed, where white, non-poor, English proficient students whose parents completed college are more likely to benefit.
520 $a Finally, schools with sustained, systemic commitments to students' civic development have strong civic mission statements and shared leadership in their pursuit. They boast challenging curriculum with traditional and innovative civic learning practices woven across grade levels and subject areas. They also leverage reciprocal relationships with parents and the surrounding commitment, where all parties view one another as vital resources. While the selected schools have room for improvement in the areas of civic-oriented staff development and a school climate that nurtures students' civic development, these indicators are vital to sustaining and systematizing school-based civic learning.
590 $a School code: 0799.
650 4 $a Political science. $3 528916
650 4 $a Educational evaluation. $3 526425
650 4 $a Social sciences education. $3 2144735
690 $a 0615
690 $a 0443
690 $a 0534
710 2 $a University of Illinois at Chicago. $b Political Science. $3 3169061
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0799
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688449