Citizenship, Social and Economics Education最新文献

{"title":"Teachers’ classroom practices for citizenship education: Experiences of teachers rated as outstanding","authors":"C. Zúñiga, Priscila Cárdenas, Rosendo Martínez, L. Valledor","doi":"10.1177/2047173419887972","DOIUrl":"https://doi.org/10.1177/2047173419887972","url":null,"abstract":"The objective of this research is to characterise classroom teaching practices that promote citizenship education by history teachers who were rated as outstanding (maximum) in the Chilean Teacher Evaluation System. Following an interpretive approach and using methods of data collection and analysis from grounded theory, the recordings of 45 teachers’ classes, equivalent to 30 chronological hours, were analysed. Results indicate that although practices favouring citizenship education cannot be classified all the same way, common elements can be observed that promote learning in this field. These were classified into two main levels: a permanent one that manifested in a similar manner among the observed teachers (willingness to educate citizens, generation of an open classroom environment, and monitoring learning through classroom interaction) and a variable one that presented different features among participants (inclusion of citizenship topics and implementation of multiple learning activities). These results aim to disseminate with concrete examples what is being done well in real educational contexts so that actors in different schools, universities and academic systems can incorporate it into their professional work and promote it within their area of action.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"1 1","pages":"22 - 3"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89298167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Procedural democracy: Perceptions of the latest curriculum revision in British Columbia, Canada","authors":"C. Broom","doi":"10.1177/2047173420915862","DOIUrl":"https://doi.org/10.1177/2047173420915862","url":null,"abstract":"In a historical review of curriculum revisions carried out in British Columbia, Canada, the author argued that these revisions were undemocratic in the sense that the revisions were carried out by a small selection of individuals associated with the Ministry/Department of Education. This article begins with a brief review of previous findings along with a discussion of how democracy, and in particular, procedural democracy, are understood. Procedural democracy is argued to relate to the public’s knowledge about government-initiated changes, ability to provide feedback, and how this feedback is attended to by those in government. This article then discusses the research methods and findings of a study carried out with British Columbian teachers and curriculum developers at a time when a major curriculum revision is occurring. The survey was designed based on the theoretical model of procedural model of democracy described. The findings focus on looking at the perceptions of teachers and curriculum developers regarding the process of curriculum reform carried out in British Columbia.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"1 1","pages":"51 - 68"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90624392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educating for ‘glocal’ perspectives at Sultan Qaboos University: Studying students’ perceptions after studying a global citizenship education course","authors":"Saif Almaamari","doi":"10.1177/2047173420918542","DOIUrl":"https://doi.org/10.1177/2047173420918542","url":null,"abstract":"Today, globalisation expands the affiliation of the individual from a national level to an international level. Global citizenship has been regarded as an important outcome for students in major universities around the world, yet there is little literature about how it is integrated at universities in the Arab world, although some of them emphasise it in their policies. This article reports on how one Omani University, namely Sultan Qaboos University, interpreted and implemented global citizenship education in their undergraduate programmes. Particularly, this study seeks to identify the perceptions of students who studied a course entitled Global Citizenship Education in the academic year 2018–2019. The data were collected using two tools: a questionnaire which was administered to a sample consisting of 49 students and semi-structured interviews with 10 students. The data analysis was conducted by calculating the medium for the questionnaire and by employing an inductive process where the data were coded and then the themes that emerged from the data were highlighted. The results indicated that Omani University students had different perceptions of global citizenship and their perspectives tended to be more cosmopolitan and humanistic . In addition, they highlighted the impact of the course on developing three dimensions of global citizenship education: the cognitive, socioemotional and behavioural dimensions.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"111 1","pages":"69 - 84"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75867623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social psychological aspects of “making” economists: A review of the nature versus nurture debate","authors":"S. Hellmich","doi":"10.1177/2047173420908068","DOIUrl":"https://doi.org/10.1177/2047173420908068","url":null,"abstract":"A considerable number of empirical studies argue that economics experts differ from other groups with respect to their public policy preferences and their behavior in certain social dilemmas. Economists are more likely to regard allocation via markets as “fair” than other people and they seem to adjust their behavior and expectations to the actor-model presumed in the elementary neoclassical theory. Some trace back such observations to influences related to the economics education. An alternative view is that economics attracts individuals with preferences that differ from those of non-economists. While the literature on the matter is growing, a comprehensive picture of the nature and sources of the differences has not yet emerged. This article reviews research based on the survey, experimental, and field evidence collected since 1990 to detect, characterize, and explain the differences. It points at some problems inherent to the methodology that dominates the existing research. Primarily, it directs attention to some psychological and social-psychological aspects of training and socializing economists that have not found adequate recognition so far, but should be considered, to better understand the phenomena in question.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"229 1","pages":"23 - 50"},"PeriodicalIF":0.0,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76287725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does a balanced test form regarding selected-response and constructed-response items overcome gender gap in test scores? An analysis of the format-gender relation in the test of economic-civic competence","authors":"Nicole Ackermann, Christin Siegfried","doi":"10.1177/2047173419892531","DOIUrl":"https://doi.org/10.1177/2047173419892531","url":null,"abstract":"Studies indicate that male students outperform female students in economic literacy and that a specific item format (selected-response, constructed-response) favours either males or females. This study analyses the relationship between item format and gender in economic-civic competence using the WBK-T2 test (“revidierter Test zur wirtschaftsbürgerlichen Kompetenz”). The WBK-T2 encompasses 32 items, of which 53% have a selected-response format and 47% a constructed-response format. To answer the research questions, we used a sample of 375 Swiss high school students and ran T-tests and multiple regression analyses. Male students significantly outperformed female students in the overall test score, in the selected-response test score and in the constructed-response test score, but effect sizes are rather small. Interest in socio-economic issues predicted but did not moderate the test scores; however, prior knowledge in economics did. Our results indicate that the balanced test form of the WBK-T2 regarding selected-response and constructed-response items does overcome the gender gap in overall test scores and format-related test scores for students with prior economic knowledge. However, this does not apply for students without prior knowledge in economics. Thus, there must be other test-external variables, such as prior knowledge in economics that cause the gender gap in economic-civic competence.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"13 1","pages":"158 - 176"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88324190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender gap in Swiss vocational education and training teachers’ economics content knowledge and the role of teaching experience","authors":"Doreen Holtsch, S. Brückner, M. Förster, O. Zlatkin‐Troitschanskaia","doi":"10.1177/2047173419893595","DOIUrl":"https://doi.org/10.1177/2047173419893595","url":null,"abstract":"In the commercial sector, which is of crucial importance to the Swiss economy among other countries, a large number of apprentices are trained on a vocational education and training programme every year. Besides other subjects, the subject Economics and Society forms an integral part of the vocational education and training curriculum and serves to prepare apprentices for professional, economic and civic participation. Although content knowledge is widely considered necessary to both teaching quality and student achievement, little is known about the subject-specific content knowledge of Swiss Economics and Society teachers. As previous research has shown a gender gap in the content knowledge of (pre-service) teachers in economics, we focus on the question as to whether Swiss Economics and Society teachers’ economics content knowledge differs, including in relation to gender. As additional influencing factors, our study included teaching experience and teaching load. We measured the economics content knowledge of 153 Economics and Society teachers with a shortened German version of the Test of Understanding College Economics in the German-speaking part of Switzerland. Multivariate analyses indicated a gender effect that manifested itself in higher test scores among male Economics and Society teachers. These findings are relevant to the training of vocational education and training teachers.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"55 1","pages":"218 - 237"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84750325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are multiple-choice items unfair? And if so, for whom?","authors":"Christin Siegfried, Eveline Wuttke","doi":"10.1177/2047173419892525","DOIUrl":"https://doi.org/10.1177/2047173419892525","url":null,"abstract":"Due to their test economy and objective evaluability, multiple-choice items are used much more frequently to test knowledge than constructed-response questions. However, studies point out that dependencies may exist between the individual test result and the test format (multiple-choice or constructed-response). Studies testing economic knowledge (one dimension of economic competence) are using mainly multiple-choice items and indicate gender-specific performance in the corresponding tests in favour of male test-takers. As an explanation for these “gender differences” gender-specific affinities and differences in cognitive abilities are mentioned. Moreover, the test format itself is mentioned but has hardly been investigated in detail to date. In order to answer the question to what extent students test performance depends on the item format, we test economic knowledge using two test formats (constructed-response and multiple-choice), but with the same content. Results from 201 business and business education students show that the usage of constructed-response items can compensate for existing gender differences in 53% of all cases. This underlines that no general, gender-specific advantage or disadvantage can be assumed in relation to the item format. However, the mixed use of constructed-response and multiple-choice items seem promising to compensate for potential gender differences.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"29 1","pages":"198 - 217"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82312551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship among gender, interest in economic topics, media use, and the economic knowledge of students at vocational schools","authors":"M. Förster, R. Happ","doi":"10.1177/2047173419892209","DOIUrl":"https://doi.org/10.1177/2047173419892209","url":null,"abstract":"The results of numerous studies indicate that male students achieve better results on economic knowledge tests than their female classmates. Although this phenomenon has been known for a long time, the gender-specific mechanisms of this gap have not been explored in depth. According to social and educational scientific theories and the current state of research, interest and media use could be related to gender. In this study, we administered a German adaption of the internationally accepted Test of Economic Literacy to explore the gender gap in the economic knowledge of 983 students from 62 classes at 7 vocational secondary schools and commercial vocational schools specializing in business and economics in Germany to determine whether it is significantly influenced by interest and media use. The results indicate that a considerable part of the gender gap can be clarified by effects of interest in economic topics and the use of media to research them. Implications for social and economic education are discussed.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"198 1","pages":"143 - 157"},"PeriodicalIF":0.0,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79871465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does gender matter for the use of learning opportunities? Potential explanation for the gender gap in financial literacy","authors":"Michelle Rudeloff, T. Brahm, Marina Pumptow","doi":"10.1177/2047173419892208","DOIUrl":"https://doi.org/10.1177/2047173419892208","url":null,"abstract":"Financial literacy is becoming increasingly important, in particular for adolescents since they are exposed to financial services earlier and earlier. At the same time, empirical studies indicate that male learners show higher financial literacy than women; however, other studies find significant or contrary differences between male and female learners. These partially contradictory results make it necessary to investigate such gender-specific effects in more detail. This article addresses two questions to contribute to the literature on financial literacy: first, in which financial content areas are there significant performance differences between female and male adolescents? Secondly, does the relationship between learning opportunities and financial education differ among pupils? The analyses are based on a sample of 530 secondary students from Germany. The results indicate that female students show higher test results for the financial literacy dimensions money and payments, and insurance, male students perform better regarding the dimensions savings and monetary policy. Furthermore, learning opportunities may contribute differently to the gender gaps. We contribute to the literature by investigating the important question of gender gap for five different dimensions of financial literacy and by showing that different learning opportunities play a role in the development of students’ financial literacy.","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"13 26 1","pages":"128 - 142"},"PeriodicalIF":0.0,"publicationDate":"2019-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80557531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender-specific differences in economic competence","authors":"R. Happ, M. Förster, Christin Siegfried","doi":"10.1177/2047173419892530","DOIUrl":"https://doi.org/10.1177/2047173419892530","url":null,"abstract":"Research studies on gender differences in large-scale assessments already have a long tradition (Ben-Shakhar and Sinai, 1991; Goodwin et al., 2009; Jackstadt and Grootaert, 1980). Researchers from different domains (e.g. psychology, economics, sociology, and education) are interested in the reasons that lead to differences in test performance between male and female test takers being repeatedly found in domain-specific test instruments. On one hand, there is discussion as to whether the gender-related differences found are to be understood as discrimination (e.g. due to the test format, Bacon, 2003) against the respective sex, and thus whether there is no test fairness. On the other hand, it is discussed whether the gap between the two genders represents differences in the characteristics of the relevant construct. The majority of studies are therefore united by the aim of identifying the reasons for the gender gap in order to be able to deduce recommendations as to how gender differences should be interpreted and how the differences could be dealt with appropriately. Possible measures that address gender differences can be located at different levels: They can be applied directly at the micro level of teaching, meaning that teachers take certain measures, but also at school level (meso level) and the political decision-making level (exo and macro level), so that equal opportunities between the sexes can be ensured (Bronfenbrenner, 1981). The core of the six papers in this issue is the examination of the gender gap in economic competence across different age groups. Thus, high school students, university students, and experienced teachers are the groups targeted. This issue can therefore provide valuable information on the extent to which and under what conditions the gender-specific effects are consistent in different age cohorts. In addition, with Switzerland (3 papers) and Germany (3 papers), two different countries are being represented. The German-speaking part of Switzerland is used for the Swiss sample, meaning that test takers from both countries use German as their primary language of communication and teaching. So far, the results of numerous studies refer to clear differences between the genders in all age groups in favor of male test persons when standardized economic questions are used to assess economic competence (cf. Brückner et al., 2015; Walstad et al., 2013). However, the reasons for these findings are still unclarified (Asarta et al., 2014). Identifying the reasons that can explain gender effects is therefore a central goal of all papers in this issue. For this purpose, the authors of the papers use an interdisciplinary approach to explain the gender gap by expanding their focus of research beyond pure economic education to the theories and approaches of social science and by working with a broad range of explanatory approaches. In the papers, different theoretical approaches were used, because combining them can be especially","PeriodicalId":52531,"journal":{"name":"Citizenship, Social and Economics Education","volume":"2014 1","pages":"123 - 127"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88132873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}