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ARMY POLYTECHNIC SCHOOL. DISTANCE EDUCATION MODE DEPARTMENT OF LANGUAGES.

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ARMY POLYTECHNIC SCHOOL

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Army polytechnic school

ARMY POLYTECHNIC SCHOOL

DISTANCE EDUCATION MODE

DEPARTMENT OF LANGUAGES


Army polytechnic school

APPLIED LINGUISTICSA STUDY OF THE RELATIONSHIP BETWEEN THE CITIZEN`S EDUCATION AND THE DEVELOPMENT OF VALUES FOR TEENAGERS IN THE EIGHTH YEAR OF BASIC EDUCATION, AT THE PROVIDENCE HIGH SCHOOL IN GIJÓN– SPAIN, DURING THE FIRST TERM, SCHOOL YEAR 2009-2010

By

Sandra Segarra Donoso


Problem identification

PROBLEM IDENTIFICATION

  • A lack of civic engagement of young Spanish citizens which, in turn, reflected inadequate education for democratic citizenship in schools.

  • Young Spanish citizens needed to be more aware and active within their democracy and needed to play an active role within the new Europe of the twenty-first century.


Problem formulation

PROBLEM FORMULATION

The question to be answered was,

what was the relationship between the citizen’s education and the development of values in teenagers in the eighth year of basic education, during the first trimester of 2007?


Variables matrix

Variables Matrix


Objectives

OBJECTIVES

GENERAL OBJECTIVES

  • To teach all citizens the knowledge, skills, and behaviors which will dispose and enable them to participate effectively in a democratic society

  • To develop a moral character, a sense of community, and competence in responding to the personal, social and cultural aspects of life.

  • To determine the relationship between the citizen’s education and the development of values for teenagers


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SPECIFIC OBJECTIVES

  • To introduce citizens to the basic rules and to provide them with knowledge about democratic rights and practices

  • To develop the ability to construct general principles that concern values, in a way that is autonomous, rational and open to dialogue.

  • To develop universal structures of moral judgment that allows the acceptance of general principles of values.


Justification

JUSTIFICATION

  • The goal of civic education is the informed and responsible participation in the political life of their communities and nation by competent citizens committed to the fundamental values and principles of the Spanish constitutional democracy.

  • For democracies to be effective and secure they require the active participation of their citizens.

    Citizens may acquire the knowledge, skills, values and dispositions to be active citizens from many sources but it is well recognized that schooling should provide a major input in that process.


Part 2 theoretical framework chapter one

PART 2THEORETICAL FRAMEWORKCHAPTER ONE

THE PROVIDENCE HIGH SCHOOL IN GIJÓN

The Providence Catholic High School is a Catholic, co-educational, diocesan secondary school administered by the Augustinians. They are staffed by both religious and lay people.

The school has been located in Gijón, Asturias since 1962.  Their current enrollment is approximately 1150 students.


Chapter two the citizen s education

CHAPTER TWOTHE CITIZEN´S EDUCATION

“An educational effort which seeks to teach all citizens the knowledge, skills, and behaviors which will dispose and enable them to participate effectively in a democratic society in a manner which contributes to the common welfare and is personally satisfying."

It is also an essential dimension of the education imparted in schools by which young people become informed and active citizens within their society.


A cross curricular themes within spanish schools

A CROSS-CURRICULAR THEMES WITHIN SPANISH SCHOOLS

In Spain examples include;

Civic and Moral Education

Education for Peace, for Health

for the Equality of Opportunities Between Sexes

Environmental Education

Sex Education

Consumer Education

and

The Traffic Education


Chapter three

CHAPTER THREE

THE DEVELOPMENT OF VALUES

MORAL VALUES

Moral values are always personal values. They can only inhere in man, and be realized by man.

The goal of moral education is to encourage individuals to develop to the next stage of moral reasoning.


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PERSONAL AND SOCIAL VALUES

Personal and Social Values and Skills is that complex of knowledge, values, attitudes and abilities which contribute to the development of a sound moral character a sense of community and competence in responding to the personal, social and cultural aspects of life.


Chapter four the citizen s education and the development of values

CHAPTER FOURTHE CITIZEN´S EDUCATION AND THE DEVELOPMENT OF VALUES

CITIZENSHIP CONTRIBUTES TO THE OVERALL SCHOOL CURRICULUM BY:

  • knowledge, understanding and skills

  • informed, critical and responsible

  • Framework which promotes

  • self-confident and responsible in and beyond the classroom


Citizenship teaching should promote

CITIZENSHIP TEACHING SHOULD PROMOTE…

Students' spiritual, moral and cultural development:

  • Fostering awareness of meaning and purpose…

  • Developing critical appreciation…

  • Taking a role as effective members of society

  • Promoting respect for cultural diversity


Other causes of the core problem

OTHER CAUSES OF THE CORE PROBLEM

CHAPTER FIVE

CURRENT DEFICIENCIES.

  • low levels of political participation and civic engagement,

  • deficiencies in democratic attitudes or dispositions

  • underdeveloped democratic citizenship skills.


Hypothesis system

HYPOTHESIS SYSTEM

The citizen's education has affected the development of values for teenagers

WORKING HYPOTHESIS


Part three methodological design

PART THREEMETHODOLOGICAL DESIGN

  • THE TYPE OF RESEARCH AND DESIGN

  • Determine the research problem and hypotheses to be tested.

  • Select the variables to be used in the study.

  • Collect the data.

  • Analyze the data.

  • Interpret the results.

  • POPULATION AND SAMPLE (22 students)

  • FIELD WORK

  • (Providence Catholic High School, Gijon – Spain)

  • INSTRUMENTS FOR DATA COLLECTION

  • (surveys)

  • DATA ANALYSIS PROCEDURES

  • (descriptive statistics)


Part iv graphic presentation of the results

PART IVGRAPHIC PRESENTATION OF THE RESULTS

ANALYSIS OF THE SURVEY

The first part:

A list of scenarios to consider how the students would act in a given situation; they had to select the answer that came closest to what they would have done in each situation

The second part:

Questions where they had to choose the correct answer


Survey based on citizenship education for students of 8th grade of the providence high school

SURVEY BASED ON CITIZENSHIP EDUCATION FOR STUDENTS OF 8TH GRADE OF THE PROVIDENCE HIGH SCHOOL.

SCENARIO # 1

1. - You learn about a law that discriminates against certain groups of people, and you think that it is unfair.

What would you most likely do?

A. Write a letter to the newspaper about the law.

B. Talk about the law with your friends, family, or in class discussions.

C. Nothing; you can’t do anything to change the law anyway.

D. Other:


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12 students chose the option C; 6 students chose the option D (other), 3 students chose the option B, and only 1 student chose option A.

A. Write a letter to the newspaper about the law.

B. Talk about the law with your friends, family, or in class discussions.

C. Nothing; you can’t do anything to change the law anyway.

D. Other:

As you can see students did not have a good appreciation about law.


Scenario 2 you are part of a group working on a project and no one else is doing any work

SCENARIO #2You are part of a group working on a project, and no one else is doing any work.

What would you most likely do?

A. Stop working as well.

B. Do some of the work, but not really care about it.

C. Do your share of the work.

D. Talk to the group about getting to work.

E. Talk to your teacher.

F. Other:


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10 Students chose the option A, 3 students chose the option B, none of the students chose option C and D, 7 students chose E, and only 2 students chose F.

A. Write a letter to the newspaper about the law.

B. Talk about the law with your friends, family, or in class discussions.

C. Nothing; you can’t do anything to change the law anyway.

D. Other:

As you see here students followed the mass, it did not matter if they were right or wrong.


Scenario 3

SCENARIO #3

Your school is holding elections for student council.

What would you most likely do?

A. Vote.

B. Not vote.

C. Do whatever your friends are doing.

D. Other:


Army polytechnic school

8 students chose the option A, another 8 students chose the option B, and 6 students opted for C

A. Vote.

B. Not vote.

C. Do whatever your friends are doing.

D. Other:

Here we can see that students did not give much care about voting in elections.


Scenario 4

SCENARIO #4

You are talking to your friends and one of them refers

to people of a different culture by a racist name.

What would you most likely do?

A. Nothing – it doesn’t bother you.

B. Nothing – although you think it is wrong to say things like that.

C. Tell your friend that you think it is wrong to say things like that.

D. Other:


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6 students chose option A, 5 students chose B, 8 students chose C and only 3 chose D

Here we can see that most of the students needed to work more on solidarity, helping each other and the people in need.

A. Nothing – it doesn’t bother you.

B. Nothing – although you think it is wrong to say things like that.

C. Tell your friend that you think it is wrong to say things like that.

D. Other:


Scenario 5

SCENARIO #5

You are walking down the hallway and you hear

a student saying mean, unfair things to another student.

What would you most likely do?

A. Find an adult.

B. Not get involved.

C. Feel kind of sorry for the other person.

D. Tell the student to stop saying things like that.

E. Other


Army polytechnic school

10 students chose option A, 5 students chose B, 6 students chose C , 1 student chose D and none of the students chose E

This was another example of students not getting involved with the situation, letting things happen in front of their noses and not doing anything to prevent it.

A. Find an adult.

B. Not get involved.

C. Feel kind of sorry for the other person.

D. Tell the student to stop saying things like that.

E. Other


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Part 2. - These were the questions from the students’ test, in which they had to choose the correct answer

QUESTION #1

What are the basic necessities of the human being?

a) Water, food and electricity

b) Food, shelter and medicine

c) Water, food, clothing and shelter

RESULTS:

6 students chose option A

4 students chose option B

And 12 students chose option C

Most of the students considered that the human necessities were water, food, clothing and shelter.


Question 2

QUESTION # 2

RESULTS:

6 students chose option A

13 students chose option B

And 3 students chose option C

What does the constitution do?

a) Sets up the government

b) Protects basic rights of people

c) Changes the law

Here we can see that most of the students understood what the Constitution was.


Question 3

QUESTION # 3

RESULTS:

7 students chose option A

6 students chose option B

And 9 students chose option C

Why is it important to respect

the Constitution?

a) Because it is the most important law in the country

b) Because it can help us to do what ever we want

c) Because if you don’t you go to jail

Here we can see that 41% of the students thought that you can go to jail if you do not respect the constitution


Question 4

QUESTION # 4

What is freedom of religion?

a) All religions can do what ever they want

b) All people must have a religion

c) You can practice any religion, or not practice a religion

RESULTS:

5 students chose option A, 3 students chose option B

14 students chose option C

Here we can see that most of the students understood the concept of freedom of religion


Question 5

QUESTION # 5

What values can you find in democracy?

a) Liberty, justice, equality, and political pluralism

b) Altruism, confidence, freedom and honesty

c) Hospitality, helpfulness, trustworthiness and willingness

RESULTS:

7 students chose option A, 8 students chose option B

And 7 students chose option C

With these results we can appreciate that students were confused with the democratic values.


Conclusions

CONCLUSIONS

  • According to the surveys of civic knowledge, attitudes, and actions applied in the students of the 8th year of basic education at The Providence High School in Gijon-Spain, the analysis revealed serious deficiencies in the citizenship education of students.

  • The report showed that the majority of 8th graders had a rudimentary knowledge of government and citizenship in Spain.

  • Most students acknowledge the importance of voting and campaigning in public elections, and they also tend to express low levels of political interest and efficacy.

  • We can now prove that, the working hypothesis was accepted.

    Citizen´s education affects the development of values for teenagers


Army polytechnic school

RECOMMENDATIONS

  • Parents and school teachers must act in concert to strengthen the desire and capacity of children for performance of civic obligations. 

  • Teachers should be trained in methodological aspects of teaching civic education for teenagers, using appropiate methods and resources

  • Schools should increase the amount of time that all students are involved in civic education at all levels of school. 

  • Schools should infuse lessons about the responsibilities of citizenship into all subjects of the curriculum at all levels of schooling.


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PART FIVETHE PROPOSAL

“TEACHING TRAINING PROGRAM BASED ON CIVIC ENGAGEMENT OF YOUNG SPANISH CITIZENS THROUGH THE ENGLISH SUBJECT”

ANALYSIS OF THE PEOPLE INVOLVED


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Inadequateeducation for democratic citizenship in schools.

Most students in grades 4, 8, and 12 failed to reach the awareness level of achievement

Young Spanish citizens are not aware and active within their democracy and do not play an active role within the new Europe of the twenty-first century.

A lack of civic engagement of young Spanish citizens

Low levels of political participation and civic engagement

Underdeveloped democratic citizenship skill

Deficiencies in the civic knowledge of students.

Deficiencies in democratic attitudes or dispositions

PROBLEM TREE


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An adequateeducation for democratic citizenship in schools.

Most students in grades 4, 8, and 12 reach the proficient level of achievement

Young Spanish citizens are aware and active within their democracy and play an active role within the new Europe of the twenty-first century.

Civic engagement of young Spanish citizens

High levels of political participation and civic engagement

Developed democratic citizenship skills

An adequate knowledge of students in civic education.

An adequate use of democratic attitudes or dispositions

OBJECTIVE TREE


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ALTERNATIVE ANALYSIS

1.- AN ADEQUATE KNOWLEDGE OF STUDENTS IN CIVIC EDUCATION:

Increase the exposure of students to content in civics by:

  • including it in courses in Spanish history, world history, literature, and other subjects in the curriculum.

  • requiring of all students a civics course in middle school and a government course in high school

2.-AN ADEQUATE USE OF DEMOCRATIC ATTITUDES OR DISPOSITIONS

There is a positive relationship between a democratic school climate and development of democratic civic disposition and behaviour among students; less authoritarian climates are linked to more democratic political attitudes and behaviour


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High levels of proficiency in Spanish history and its political system

Strong orientation by adolescents toward voluntary service for the community

(Purpose)Civic engagement of young Spanish citizens

(Component)Creation of entirely new programs for democratic citizenship within school curricula

(Component)

Interactive methodology and cooperative learning experiences.

Activity 1

Encourage students to participate in extra curricula activities involving civil engagement and political participation

Activity 2 Emphasize lessons about the civic values of our constitutional democracy at all levels of schooling. 

Activity 3

Involve students in simulations and role playing activities about various aspects of civic responsibilities. 

Activity 4

Make assignments that require students to participate in political activities outside the classroom. 

Project Analytic Structure


Army polytechnic school

LOGICAL FRAMEWORK


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