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Is there a relationship between openness in classroom discussion and students’ knowledge in civic and citizenship education?

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Citizenship Education and Democracy Educator Training and Historical Pedagogy Innovative Teaching Methodologies in Social Sciences

Abstract

The International Civic and Citizenship Study investigates the role of schooling in preparing students for their roles as citizens. The present paper tests a model in which openness in classroom discussion is a school factor that can affect civic knowledge. A multilevel regression model with two levels was tested considering the ICSS-scaled score for civic knowledge as a dependent variable and students’ perceptions of openness in classroom discussion as an independent variable at the school level. Various control variables were analyzed. Students’ civic knowledge scores resulted significantly higher if in their school there was an open classroom climate for discussion.

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1992A standard international socio-economic index of occupational status 2003International Standard Classification of Education, ISCED 1997 2003Racial and Ethnic Stratification in Educational Achievement and Attainment 2011ANNUAL REVIEW OF SOCIOLOGY, VOL 37 2006Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003 2008Schools as Incubators of Democratic Participation: Building Long-Term Political Efficacy with Civic Education 2010ICCS 2009 International Report: Civic knowledge, attitudes and engagement among lower secondary school students in thirty-eight countries.1975Civic education in ten countries : an empirical study

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2014Adolescents' expected civic participation: The role of civic knowledge and efficacy beliefs 2017Immigrant background and gender differences in primary students' motivations toward studying

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