An Examination of Changes to State Civic Education Requirements, 2004–2016

Across the country, states are considering policies that support civic learning among youth. Recent initiatives at the state level have changed graduation requirements and state assessments around high school civics. These initiatives can be grouped into three types: coursework, assessments, and accountability. The first type, coursework, refers to whether a state’s graduation requirements include a course in civics. The second, assessments, encompasses state requirements that students be assessed on civics or citizenship education. The third type, accountability, refers to whether a state’s accountability system includes state assessments in civics or citizenship education. The purpose of this study is threefold: (1) to describe state policies in civics education and the variation in them among the American states, (2) to document the changes in state policies between 2004 and 2016, and (3) to help unpack the reasons behind changes to civics education policy among the American states. We find considerable variation in civics education policies across states, as well as substantial changes within states over time. Using event history analysis, we exploit the variation to examine the extent to which political, economic, and demographic factors inside a state as well as the actions of neighboring or regional states condition adoption of assessment policies. We find evidence that the proportion of Hispanic and black populations in a state are positively associated with adoption and discuss implications and areas for future research.     

Civics Education in Taiwan: Values Promoted in the Civics Curriculum

The purpose of this article is to analyze the values intentionally promoted in civics education in junior high schools in Taiwan. The article first examines the antecedents of civics education in Taiwan, then applies content analysis in exploring the values promoted through the curriculum for civics education at junior high school level. The article uses eight categories of values clusters as the framework for analysis, namely: self cultivation, family values, democratic values, civic life and community, economic life, fair government, national identity and social cohesion/diversity. The following findings emerged from this study:

• ? Social cohesion, democratic values, and national identity are emphasized the most in the civics curriculum.

• ? The democratic values promoted in the traditional period are used as a means to distinguish democratic Taiwan from totalitarian Communist China.

• ? Self cultivation is less emphasized than in the traditional period.

• ? National identity is promoted less as a fundamental value than in traditional civics education.

• ? Because of social and environmental change, the new civics education integrates several Western values into the curriculum.

This research was supported by a grant from the Pacific Basin Research Center of Soka University of America.     

Civics Education in Japan: Values Promoted in the School Curriculum

Civics and Social Studies are subjects the Japanese Ministry of Education has designated for civics education in schools. The ‘Courses of Study’ for these subjects, drawn up by the Ministry of Education, list the desired objectives and contents of all Civics‐related courses. The purpose of this article is to analyze the values promoted in the two levels of the civics education curriculum, namely the ‘Courses of Study’ and the approved textbooks. These are analyzed with reference to eight categories, which are: civic life, social cohesion/ diversity, democracy, fair government, economic life, self cultivation, national identity and internationalism.     

Web‐enhanced alternative teacher licensure

Abstract

College and university teacher education programs are increasingly required to integrate technology into teacher preparation in response to the requirements of national accreditation groups like the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE). Delivery of teacher education programs through pure distance education methodologies still has critics. A Web‐enhanced approach, with on‐campus courses and Web‐based information and/or testing as a supplement, is suggested as a compromise. An alternative teacher licensure program in career and technical education at Ohio State University uses this approach extensively, with positive results. This case study explores the use of an alternative teacher licensure program, defines the components of a Web‐based curriculum, and illustrates the benefits and challenges of a Web‐enhanced teacher education program. Student and faculty issues and reactions are outlined, along with strategies for integrating Web‐based activities into courses. Suggested future plans for continuing to infuse technology into teacher education are also discussed.     

The Magic of Psychology in Teacher Education

Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university‐based teacher‐certification pathways have recently come under attack from various socio‐political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology for teacher education.     

School Autonomy: A Comparison between China and the United States

Abstract

This study examined and compared school autonomy in China and the United States. Based on the international PISA 2012 school data, the authors examined three aspects of school autonomy. We found that in comparison with the United States, (1) principals from China were less likely to have responsibility over eleven school decisions (hiring teachers, firing teachers, salary increase, budget formulation, budget allocation, disciplinary policies, assessment policies, student admittance, textbook selection, course content, and courses offered) and were similar in having responsibility over teacher start salaries, and (2) teachers from China were less likely to have responsibility over six school decisions (hiring teachers, budget formulation, disciplinary policies, textbook selection, course content, and courses offered), were more likely to have responsibility over two decisions (firing teachers, student admittance), and were similar in having responsibility over four decisions (teacher start salaries, salary increase, budget allocation, and assessment policies). We also found that schools in China had (1) lower responsibility for curriculum/assessment and lower responsibility for resource allocation and (2) a lower level of teacher participation/autonomy. The findings have implications for educational policy in China and the United States.     

The efficacy of embedding special education instruction in teacher preparation programs in the United States

This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.     

世纪之交以来德国职前教师教育课程改革:背景、举措与效果

随着高等教育一体化与"可持续发展教育"进程的不断深入,德国教师教育发展面临巨大的挑战。加之"PISA震惊"引发的基础教育课程改革,21世纪初期,德国陆续颁布出台了一系列针对职前教师改革的新政策,并积极对课程实施改革,如建立分层、贯通性本硕一体化课程体系,基于教师教育标准设置能力导向的课程目标,在课程内容中融入可持续发展与跨文化主题,开发行动能力导向的实践课程等。虽取得了明显成效,但也出现了一些实际问题。     

Standards‐based reform and its unintended consequences: Implications for science education within America's urban schools

This conceptual article examines the influence of the current standards‐based reform upon science education policies and practices within urban schools. We identify four negative yet unforeseen effects of the reform movement: undermining urban teachers' professionalism, eroding teacher–student relationships, diluting the science curriculum, and disparate instruction based on predicted individual test performance. Our awareness of these nuisances emerged from our first‐hand engagement with urban science teaching and through our collegial relationships with exemplary urban teachers. In closing, we propose mechanisms by which university‐based science educators might address these issues by assisting exemplary urban teachers to resist the reform‐induced perils and by incorporating the urban milieu as a substantive aspect of science teacher education. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 114‐127, 2002     

School Leadership in the 21st Century: Leading in the Age of Reform

In an effort to increase student readiness for college and career, many States have adopted new academic standards encouraged by education reform advocates. These standards are commonly referred to as the Common Core Standards. Schools from States that have adopted the Common Core Standards have been compelled to significantly restructure their existing curriculum and adjust how they teach that curriculum. These requirements can be particularly onerous for rural schools. Neoliberalism is the underlying political philosophy undergirding these changes in the current school reform movement and is similar to the political philosophy that drove the changes in agricultural policies in the mid 20th century. Neoliberal political and economic philosophy as it correlates to education policy is buttressed by three values: (1) education fosters economic growth; (2) education policy modeled on efficiency and business practices; (3) high stakes testing to measure what a student has learned. These values have created an educational policy structure that attempts to quantify student learning, teacher effectiveness and school district value. By understanding the similarities between agricultural policies in the mid 20th century and current education policies, rural schools and communities will be able to change the narrative surrounding the education of their children.     

Should We Be Testing Civics? Examining the Implications of the Civic Education Initiative

Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students’ civic education experiences. This article examines one particular effort spearheaded by the Joe Foss Institute, the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual article examines the CEI against research-based practices for teaching civics. It then introduces the policy design framework as a tool for analyzing civic policies like CEI. This political science theory recognizes that policies themselves send important signals that have implications for students’ civic development. We utilize the policy design framework to analyze CEI and, in particular, how CEI is likely to shape students’ civic and political engagement. We conclude with a proposal for future research on civic education using the policy design framework.     

Methodological Choices in the Content Analysis of Textbooks for Measuring Alignment With Standards

With the recent adoption of the Common Core standards in many states, there is a need for quality information about textbook alignment to standards. While there are many existing content analysis procedures, these generally have little, if any, validity or reliability evidence. One exception is the Surveys of Enacted Curriculum (SEC), which has been widely used to analyze the alignment among standards, assessments, and teachers’ instruction. However, the SEC can be time‐consuming and expensive when used for this purpose. This study extends the SEC to the analysis of entire mathematics textbooks and investigates whether the results of SEC alignment analyses are affected if the content analysis procedure is simplified. The results indicate that analyzing only every fifth item produces nearly identical alignment results with no effect on the reliability of content analyses.     

Relationship between developmentally appropriate beliefs and practices of pre‐service teachers

Abstract

This article explores the meaning of professionalism as it relates to early childhood teacher education. The poignant need for such professionalism is timely within the context of contemporary policies that have the potential to de‐skill educational professionalism as well as minimize the breadth and depth of early childhood education. After exploring problems/issues associated with a number of specific policies with such potential, an action plan and strategies for implementing such a plan are proposed. Now that early childhood teacher certification has been receiving increased attention in several states, the author concludes with what she feels is a problem worthy of immediate attention—greater school administrator preparation in early childhood curriculum.     

The development of civics values: an overview

This chapter lays out the research questions that guided the study and the methods used to conduct the study. The study was conducted in 17 secondary schools in six countries: Australia, Hong Kong, Japan, Taiwan, Thailand, and the United States. The first research question related to the school's policies with respect to civics education. The second question inquired into the nature and extent of the curriculum activities that were provided for the purpose of promoting civics education. The third question asked how key stakeholders perceived the nature and impact of the implemented curriculum. The fourth question concerned the similarities and differences across schools within each society with regard to each of the first three questions. Interviews and observations provided the primary data used to address the questions.     

Reification of instructional materials as part of the process of developing problem‐based practices in mathematics education

This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall.     

Pre‐service teachers’ preconceptions,misconceptions, and concerns about virtual schooling

Over the last decade, online distance education has become a common mode of study in most states in the USA, where it is known as virtual schooling (VS), but many people have misconceptions about it. Pre‐service teachers’ personal histories as students and their preconceptions, misconceptions, and concerns influence pre‐service teacher training experiences. A qualitative study of an introductory field experience course that included this new mode of schooling for the first time analyzed the personal journals and online discussion responses of 65 pre‐service teachers in the USA. Analysis identified that common misconceptions and concerns included career threat, viability of VS, academic dishonesty, reduced interaction, teacher feedback, and lack of rigor. The curriculum innovations in this innovative teacher preparation program were shown to address these misconceptions and concerns and facilitate understanding and acceptance of VS as an alternative form of education by many of these pre‐service teachers.     

教师教育国家级精品资源共享课的教材建设与教学改革经验回顾--以西北师范大学“中学数学课程标准与教材研究”为例

西北师范大学的“中学数学课程标准与教材研究”于2013年被确立为首批教师教育国家级精品资源共享课立项建设课程。多年来,该课程的建设主要围绕“教材建设”与“教学改革”两个方面展开。在教材建设中,采用了“单元—主题—活动”的编写体例,教材凸显参与式活动主线、凸显案例研讨、凸显选择性及二维码技术与数字化课程资源的整合;在教学改革方面,尝试了翻转课堂的教学模式、注重了生成性资源的利用、关注了学生创新能力及实践能力的培养。     

教师教育课程改革的道德诉求

师德建设面临的现实挑战、国家一系列教育政策的推动以及教师教育课程改革自身的要求推动着人们关注教师教育课程改革过程中的道德伦理价值。现今大多数教师教育课程改革面临着道德经验不足、改革的道德正当性缺失、改革的领导模式封闭、改革中带有“绩效表现色彩”的形式化和功利化趋势等问题。关注教育课程改革的道德诉求应将社会主义核心价值观纳入教师教育课程体系,加强民主决策,凝聚价值共识,警惕改革阻挠及风险,恪守道德领导。     

Representations of teaching and standards-based reform: are we closing the debate about teacher education?

Since the mid-eighties, national organizations have been working together in an effort to reform schools and, more specifically, to reform teaching. Paralleling the movement toward developing curriculum standards for students, professional standards for teachers have also been developed for the purpose of teacher education program accreditation. The objective of this national coalition is to strengthen the teaching profession and raise its standards—eventually enhancing the quality of student learning—by redesigning teacher licensing and accountability requirements for teacher education programs, and engaging teachers in on-going professional development. In this study we address three specific questions: (1) what representations of teaching and teachers are portrayed in the professional teaching standards, their related policies and assessment? (2) how are standards-based reform policies affecting teacher education programs? (3) what representations or conceptions of teaching and teachers are currently reflected in teacher education programs in the context of this reform? To address these questions two states were selected as test cases. Reform documents, policies and practices, as well as interviews with key participants in the reform (e.g., teacher educators, state-level administrators) are described and analyzed, and constitute the evidential basis for this study. The patterns emerging from the data indicate that teacher educators’ degrees of resistance or cooperation with externally imposed frameworks is influenced by their conception of teaching, education and its purpose. Further, as teacher educators uncritically participate in the standards-based movement it becomes impossible for them to entertain alternative perspectives on teaching and education outside of the framework provided to them by the standards.     

Civics and Values in the Asia‐Pacific Region

The Asia‐Pacific region has witnessed a substantial and frequently profound surge of interest in civics and democratic citizenship in recent years. This change has been driven by global forces and educational policy initiatives at national level in most countries and more localized levels in others. In turn these policies have been driven by a perceived need for a more active, participatory citizenry in a time of accelerated capitalism and globalization. A key feature of the policies in the region has been the deliberate inclusion of a set of values based on concepts of the ‘good’ citizen and democratic citizenship. This article examines these developments in selected countries within the region, with particular emphasis upon the values initiatives taken, in an attempt to make sense of the changing scene in civics education.

This article was prepared as part of a project funded by the Pacific Basin Research Center and Soka University.