An Argument for Teaching Deliberative Collective Action Skills in the Political Science Classroom

Strachan, Jayne Cherie

doi:10.1017/s1049096506061178

Cited by 8 publications

(8 citation statements)

References 9 publications

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“…This is strikingly similar to Strachan's (2006) finding that students' political efficacy did not improve significantly as a result of the one-credit course used in her study. For current events, it is 54% (not statistically significant compared to the initial 50%).…”

Section: United States Government Learning Outcomessupporting

confidence: 82%

“…Strachan (2006), however, does not find that political efficacy increases after employing a pretest and posttest for a one-credit course at the University of Albany designed to stimulate political efficacy, convince students that political participation can influence political outcomes, and make them feel more comfortable in engaging in such activities. Again, Likert scales are used to tap these dimensions.…”

Section: Introductionmentioning

confidence: 99%

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Assessing Student Learning Outcomes in United States Government Courses

Champney

Edleman

2010

APSC

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This study employs the Solomon Four-Group Design to measure student knowledge of the United States government and student knowledge of current events at the beginning of a U.S. government course and at the end. In both areas, knowledge improves significantly. Regarding knowledge of the U.S. government, both males and females improve at similar rates, those with higher and lower GPAs improve at similar rates, and political science majors improve at similar rates to non-majors. Regarding current events, males and females improve at similar rates. However, those with higher GPAs and political science majors improve more than others.

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Section: United States Government Learning Outcomessupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Assessing Student Learning Outcomes in United States Government Courses

Champney

Edleman

2010

APSC

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“…They show that primary school pupils have formed basic political opinions (cf. Moore et al, 1985) and comprehend basic political 1 Additionally Bandura's (1986Bandura's ( , 1997 psychological concept of self-efficacy has been discussed with regard to the socialization of political efficacy and cynicism (e.g., Pasek et al, 2008;Semetko & Valkenburg, 1998;Strachan, 2006). concepts (cf.…”

Section: Studying Early Political Socializationmentioning

confidence: 99%

“…1 1 Additionally Bandura's (1986, 1997) psychological concept of self‐efficacy has been discussed with regard to the socialization of political efficacy and cynicism (e.g., Pasek et al., 2008; Semetko & Valkenburg, 1998; Strachan, 2006). …”

mentioning

confidence: 99%

Children and Politics: An Empirical Reassessment of Early Political Socialization

Deth

Abendschön

Vollmar

2010

Political Psychology

178

128

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Demands for the inclusion of children, the youngest citizens, in democratic decision making are increasing. Although there is an abundance of empirical research on the political orientations of adolescents, there is a paucity of research on younger children's orientations. Our panel study of more than 700 children in their first year of primary school shows that these young children already exhibit consistent, structured political orientations. We examine the distribution and development of political knowledge, issue orientations, and notions of good citizenship. We find achievement differences between subgroups at the beginning of the school year, and these differences do not disappear. Children from ethnic minorities and lower socioeconomic residence areas show relatively less developed political orientations, and they do not improve as much over the school year as other children. Furthermore, normative political orientations and cognitive orientations differ in their development.

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“…This has often been accomplished due to the individual efforts of political science faculty to offer courses that provide students opportunities in service-learning and civic and political engagement. Topics include simulations (Malone and Julian 2005;McQuaid 1992;Smith and Boyer 1996), deliberative discussion (Gastil and Dillard 1999;Strachan 2006), internships, service-learning (Dicklitch 2003;Hepburn, Niemi, and Chapman 2000;Walker 2000), and voting and campaigning projects (Blumberg, Sweitzer, and Helldobler 2005).…”

Section: Introductionmentioning

confidence: 99%