Reporting on school and community context

1. Reporting on school and community context National Research Coordinators Meeting Madrid (Spain), 15-18 February 2010

3. Research question Criteria for the selection of the scales/variables Content of the chapter Content of presentation

4. 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

5. 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)

6. 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

7. 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

8. 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

9. 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…)

10. 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

11. Selection of scales/variables - 1 Reliabilities for teacher questionnaire scales across countries

12. Selection of scales/variables - 2 Reliabilities for school questionnaire scales across countries

13. Content of the chapter • Three sections • context of local community • school context and climate • teaching of civic and citizenship education (core and international option)

14. 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

15. 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)

16. 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)

17. 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

18. 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)

19. 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

20. 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

21. 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

22. 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

23. Questions or comments? • Appropriateness of selection (what is in and what is not) • Statistics • Tables