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Reporting on school and community context. National Research Coordinators Meeting Madrid (Spain), 15-18 February 2010. Research question Criteria for the selection of the scales/variables Content of the chapter. Content of presentation. Research Question 5.

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reporting on school and community context

Reporting on school and community context

National Research Coordinators Meeting Madrid (Spain), 15-18 February 2010

content of presentation
Research question

Criteria for the selection of the scales/variables

Content of the chapter

Content of presentation
research question 5
Research Question 5
  • What aspects of schools and education systems are related to achievement in and attitudes to civics and citizenship?
  • Description of the variation in school and community contexts
  • Relation to selected outcomes of CCE and students attitudes
research question
Research question
  • Assumption: CCE is not only the result of what students are taught but also of their experiences within the different contexts they live in: community, school, classroom (school as a democratic learning environment)
  • Possibility that students actually have of practicing their rights and responsibilities as citizens (knowledge, skills, attitudes)
selection of scales variables
Selection of scales/variables
  • Data from school, teacher and student questionnaires
  • Student, principals, teacher perceptions (reports)
  • Comparison between different perspectives
    • questions in common (or similar) in the three questionnaires or atn least in the ScQ and TcQ
selection of scales variables1
Selection of scales/variables
  • Scales/constructs useful for identifying school and community characteristics:

- relationships between school and local community

    • social problems/issues within the community and within the school
    • participation in decision making processes
    • school and classroom climate
selection of scales variables2
Selection of scales/variables
  • Relation with
    • Civic and Citizenship Knowledge
    • Participation at school, influence at school, interest in political/social issues, attitudes towards immigrants/ethnic groups/women
  • Strenght of relationship (correlations)
  • Tables’ layout
slide9
Sampling requirements (schools)
    • 8 countries annotated
    • 2 countries below requirements
  • Sampling requirements (teachers)
    • 5 countries annotated
    • 9 countries below requirements
    • 2 countries: no estimates
  • International option
    • 37 countries (but…)
slide10
Weights
  • Scale scores
    • Principals: school final total weight
    • Teachers: final total weight
    • Students: final total weight
    • Correlations at an aggregate school level: within school weights
selection of scales variables 1
Selection of scales/variables - 1

Reliabilities for teacher questionnaire scales across countries

selection of scales variables 2
Selection of scales/variables - 2

Reliabilities for school questionnaire scales across countries

content of the chapter
Content of the chapter
  • Three sections
    • context of local community
    • school context and climate
    • teaching of civic and citizenship education (core and international option)
context of local community
Context of local community
  • Relationships between school and local community and opportunity for students to participate in activities in the local community
    • support to student civic engagement
    • knowledge of characteristics/problems of the local community
context of local community1
Context of local community
  • Community resources and issues of social tension in the community (principals’ and teachers’ perspective)
    • correlations with student attitudes towards immigrants, ethnic group, women
    • impact of students’ experience on their attitudes (social desirability issue)
school context
School context
  • Social problems within the school
    • school context, but also how the problems existing in the community are reflected within the school
    • comparison between principals’ and teachers’ perspective and student attitudes (immigrants, women, ethnic groups)
school context1
School context
  • Participation at school (as measured by principals’, teachers and students’ reports)
    • comparison between principals’/teachers’ and students’ perspectives
    • if and to what extent an open and participatory school environment can influence students’ opportunities of participating in school life and of influencing decision making processes concerning it
school context2
School context
  • Student sense of belonging to the school and student behaviour at school
    • indirect measure of school climate
    • impact on student knowledge in CCE and on their interest in CCE related issues
  • Classroom climate and student knowledge and interest in political/social issues (CIVED)
teaching of cce
Teaching of CCE
  • Principals’ and teachers’ reports on approaches to CCE and on aims of CCE
    • how CCE is implemented at a school level
    • principals’ and teachers’ conceptualisation of CCE
    • comparison with NCS results
teaching of cce1
Teaching of CCE
  • Approaches (single items)
    • prevalent approach vs co-existence/overlapping of several approaches
  • Aims (single items)
    • knowledge and skills, development of a sense of responsibility, development of active participation
    • consistency between principals’ and teachers’ perspectives
teaching of cce2
Teaching of CCE
  • Assessment of CCE (single items)
    • “status” of CCE
    • consistency between aims/practices and assessment
  • Class activities and student CCE knowledge (core)
    • correlations between class activities and student knowledge
appendix
Appendix
  • Principals’ and teachers’ characteristics (age, gender, career)
  • Subject/s taught by teachers by country
  • Indices used in ScQ and TcQ questionnaires
  • Reliability of scale indices
questions or comments
Questions or comments?
  • Appropriateness of selection (what is in and what is not)
  • Statistics
  • Tables
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