Connecting An Open Classroom Climate to Social Movement Citizenship: A Study of 8Th Graders in Europe Using Iea Iccs Data

Abstract

Using data from the International Civic and Citizenship Study, this quantitative study explores the potential for open classroom climates to foster political efficacy and civic knowledge among 8th grade students in 14 Western European countries. Findings show that an open classroom climate is associated with increased civic knowledge and political efficacy. In addition, civic knowledge and political efficacy are positively correlated with social movement citizenship. However, the relationships between both political efficacy and civic knowledge on social movement citizenship are strengthened with presence of an open classroom climate. This study demonstrates the importance of an open classroom climate to develop students’ knowledge and efficacy related to active citizenship.

Students-Teachers Education and Social Justice: A Case –Study

“…Social sciences are more important for teaching social justice although from the replies it is stated indirectly the realization that the promotion of social justice is not only a matter of the teaching contents, but is also derived from the daily practice in education as it relates to the behavior of the teacher and to the educational practices he uses (democratic classroom, open discussions, cooperative learning, experiential learning, critical capacity development, promoting interculturalism, understanding the Other) (Knowles & McCafferty-Wright, 2014;Gniewosz & Noack, 2008: 609-624). So, this finding should be taken seriously in account, not only in terms of the teaching approach that promotes democratic political skills and helps to develop the capacity of young people to seek more cognitive information, to analyze different ways of thinking but also in the ways the social behavior of the teacher and the daily educational process that has to be regulated by democratic structures and processes such as:…”

Contextual moderators of the link between national and European identity among European youth

“…3 It is theoretically possible to set up mediation models with three-level data (Preacher, 2011). However, given that the number of students with immigrant backgrounds varies widely between countries we chose to analyse these models separately for each country (see also Knowles & McCafferty-Wright, 2015). 4 Model fit was excellent, χ 2 (24) = 638.13, p < .001, RMSEA = .019, CFI = .983, TLI = .970, SRMR within = .019, SRMR between = .078.…”

Effective Teaching Practice: Peer Tutoring in Education for Active Citizenship

“…School climate and culture may contribute to the development among students and teachers of a sense of belonging to the school, thereby enhancing the commitment and motivation that these groups have toward improving school educational activities (Knowles, & McCafferty-Wright, 2015).…”