Assessing young people's citizenship attitudes using rubrics
In: Studies in educational evaluation, Band 62, S. 118-128
ISSN: 0191-491X
8 Ergebnisse
Sortierung:
In: Studies in educational evaluation, Band 62, S. 118-128
ISSN: 0191-491X
In: Studies in educational evaluation, Band 51, S. 88-95
ISSN: 0191-491X
In: Public administration: an international journal, Band 88, Heft 1, S. 90-112
ISSN: 1467-9299
In: Wanders , F H K , Dijkstra , A B , Maslowski , R & van der Veen , I 2020 , ' The effect of teacher-student and student-student relationships on the societal involvement of students ' , Research Papers in Education , vol. 35 , no. 3 , pp. 266-286 . https://doi.org/10.1080/02671522.2019.1568529 ; ISSN:0267-1522
The goal of this paper was to examine the relation between teachers and students and between students on societal involvement in Dutch secondary schools. As such, we studied the role of parents on adolescents' societal involvement and to what extent positive teacher-student and student-student relationships reduced differences in societal involvement due to parental background differences. To estimate this cross-sectional multilevel analyses, a rich combination of datasets from the Netherlands was used, encompassing 4,128 15-year-old students in 58 schools in 2010/2011. The results showed that teacher-student relations and student-student relations were positively associated with societal involvement. The level of societal involvement differed between students' from households with lower incomes, level of education and employment, even though parenting styles seemed unrelated to societal involvement. Students from higher educated parents were found to benefit more from these positive relationships with teachers. This advantage arguably amplifies the differences in societal involvement between students with lower and higher educated parents. Future studies can give further insight into the role of classroom interrelations using additional longitudinal data or focus on more qualitative observations to explore the role of classroom interrelations and their influence on developing societal involvement.
BASE
In: Wanders , F H K , van der Veen , I , Dijkstra , A B & Maslowski , R 2020 , ' The influence of teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools ' , Theory & Research in Social Education , vol. 48 , no. 1 , pp. 101-119 . https://doi.org/10.1080/00933104.2019.1651682 ; ISSN:0093-3104
This study examined the association between teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools. In addition, it studied differences in the effects of teacher-student relationships and student-student relationships among students from various parental backgrounds on societal involvement, indicating the possibilities of schools to reduce social inequalities between students. In two studies, multilevel Hierarchical Linear Modeling analyses on the Cohort Onderzoek Onderwijs Loopbanen(5-18) data were used for students age 12 and age 15 to investigate the relative and lasting association between teacher-student and student-student relationships from primary to secondary school on societal involvement. In analysis A, 9,334 students from 1,036 classes were included in the analyses. In analysis B, 934 students from 667 classes were included. The results showed that teacher-student relationships are positively associated with societal involvement in both primary and secondary school. The association between teacher-student relationships and societal involvement in primary school were also important in secondary school. Moreover, positive teacher-student relationships were more beneficial for societal involvement for students with parents from lower educated backgrounds, indicating that schools can compensate for inequalities between students. Student-student relationships were found to be unrelated to societal involvement in both primary and secondary school.
BASE
In: Theory and research in social education, Band 48, Heft 1, S. 101-119
ISSN: 2163-1654
In: Mens & maatschappij: tijdschrift voor sociale wetenschappen, Band 86, Heft 1, S. 34-65
ISSN: 1876-2816
United or dispersed? Civic competences in a differentiated schooling system . This paper examines whether there are differences in civic competences between secondary school children on the basis of school type, gender, ethnicity and parents' education, and whether such differences
are smaller in schools that devote greater attention to civic education. Using survey data form students and school principals in fifteen secondary schools in the Netherlands, we examine civic competences relating to 'democratic behaviour', 'socially responsible behaviour',
and 'dealing with social differences'. Our analyses show that students differ significantly in how they judge their own competences in these domains. Furthermore, differences in socially responsible behaviour between students of different levels of parental education are smaller
in schools that pay much attention to civic education. No evidence for mitigating effects of a school's attention to civic education emerged for either democratic behaviour or responsible behaviour.
In: Wanders , F H K , Dijkstra , A B , Maslowski , R , van der Veen , I & Amna , E 2021 , ' The Role of Teachers, Parents, and Friends in Developing Adolescents' Societal Interest ' , Scandinavian Journal of Educational Research , vol. 65 , no. 5 , pp. 736-751 . https://doi.org/10.1080/00313831.2020.1754901 ; ISSN:0031-3831
This article examines the role of teachers, parents, and friends in stimulating the development of societal interest among adolescents. It assesses the extent teachers can compensate for societal interest differences among adolescents that arise due to socioeconomic differences. The YeS panel study is used, with 587 students aged 13-18 assessed annually over a six-year period (2010-2015) and uses latent growth curve modeling (LGCM). Our findings indicate that awareness-raising by each of the three groups contributes to the development of societal interest among adolescents, with teachers being the most influential socializing agent. Teachers were more influential societal interest development among adolescents from less privileged homes, confirming our hypothesis that schools can compensate for societal interest differences.
BASE