Deliberating Controversial Public Issues As Part of Civic Education<sup>1</sup>

Avery, Patricia G.; Levy, Sara A.; Simmons, Annette

doi:10.1080/00377996.2012.691571

Cited by 84 publications

(57 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These lenses may assist the children in formulating their own views and negotiating the scope of each sphere of their cultural affiliation as they mature. Our findings regarding the interaction between diverse teachers' views and social perspective taking are consistent with the study of Avery, Levy, and Simmons (2013), which demonstrated that secondary school students who participated in an international project focusing on discussing controversial issues in class demonstrated greater perspective taking abilities than students not involved in the project.…”

Section: Diverse Teachers' Views May Fulfill the Right To Adaptable Esupporting

confidence: 90%

Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?

Finefter‐Rosenbluh¹,

Perry‐Hazan

2016

Youth & Society

View full text Add to dashboard Cite

This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the children's right to adaptable education by motivating children to engage in social perspective taking, and to interact with multiple spheres of cultural affiliations. Teacher diversity may also serve children as they formulate their own views, while not undermining parental impact. In addition, the findings portray the children's perceptions of the teachers' duty to respect the communal spheres of adaptability by eschewing indoctrination, remaining

show abstract

Section: Diverse Teachers' Views May Fulfill the Right To Adaptable Esupporting

confidence: 90%

Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?

Finefter‐Rosenbluh¹,

Perry‐Hazan

2016

Youth & Society

View full text Add to dashboard Cite

show abstract

“…Patricia Avery and colleagues at the University of Minnesota conducted evaluations of the DID project over nine years, finding that teachers consistently reported that the process was easy for them to use. Students reported increased understanding of issues, increased ability to state their opinions and increased confidence in talking about controversial public issues with peers (Avery et al 2013). Students also said that they learned to listen to and respect opinions that were different from their own.…”

Section: Discussion Researchmentioning

confidence: 97%

Pedagogy in citizenship education research: A comparative perspective

Hahn

2016

Citizenship Teaching &Amp; Learning

View full text Add to dashboard Cite

Pedagogy in citizenship education research: a comparative perspective abstraCtThe author of this article argues for using a comparative and international perspective to understand the role of pedagogy in civic education. Drawing on her own research in England, Germany and Denmark, the author demonstrates that pedagogical cultures vary. Next, she discusses what international researchers have learned about civic education pedagogy from the large cross-national assessments and what individual researchers have learned from small case studies within diverse countries, such as Canada, the United Kingdom, Australia, the Philippines and Singapore. She then discusses recent research programmes in the United States that have yielded important information related to pedagogy, including the use of discussion, simulations and digital/social media. The author concludes by proposing a list of needed comparative and international research on civic education pedagogy.

show abstract

“…that they present evidence or reasons to support a particular position, (Chinn, O'Donnell, and Jinks 2000;Kuhn and Crowell 2011;Stegmann et al 2012). In addition, it is important that different perspectives are explored (Avery, Levy, and Simmons 2013;Schuitema et al 2009). Verbalising reasoning and explaining themselves to others can help students to integrate their ideas and improve their reasoning skills (Chinn, O'Donnell and Jinks 2000) and they can develop an enhanced understanding of the issues at hand by considering different perspectives (Avery, Levy, and Simmons 2013).…”

Section: Characteristics Of Classroom Discussion In the Context Of Dmentioning

confidence: 99%

“…In addition, it is important that different perspectives are explored (Avery, Levy, and Simmons 2013;Schuitema et al 2009). Verbalising reasoning and explaining themselves to others can help students to integrate their ideas and improve their reasoning skills (Chinn, O'Donnell and Jinks 2000) and they can develop an enhanced understanding of the issues at hand by considering different perspectives (Avery, Levy, and Simmons 2013). Now that we have outlined the purposes and the basic characteristics of classroom discussion in the context of democratic citizenship education, we will go on to identify observable features of structure and content by which we can evaluate the quality of a classroom discussion.…”

Section: Characteristics Of Classroom Discussion In the Context Of Dmentioning

confidence: 99%

Guiding classroom discussions for democratic citizenship education

Schuitema

Radstake

Pol

et al. 2017

Educational Studies

View full text Add to dashboard Cite

Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher's role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion.

show abstract

Deliberating Controversial Public Issues As Part of Civic Education¹

Cited by 84 publications

References 26 publications

Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?

Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?

Pedagogy in citizenship education research: A comparative perspective

Guiding classroom discussions for democratic citizenship education

Contact Info

Product

Resources

About

Deliberating Controversial Public Issues As Part of Civic Education1

Cited by 84 publications

References 26 publications

Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?

Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?

Pedagogy in citizenship education research: A comparative perspective

Guiding classroom discussions for democratic citizenship education

Contact Info

Product

Resources

About

Deliberating Controversial Public Issues As Part of Civic Education¹