Tweet
K-12 Civic Education
This is the description field in for this category: K-12 Civic Education
K-12 Research Articles
RSSK-12 Civic Education
Diana Hess, Controversy in the Classroom
March 2009 University of Wisconsin Professor Diana Hess has published Controversy in the Classroom: The Democratic Power of Discussion (Routledge, 2009). The longitudinal study of high school students that is a major source of data for this book was partly funded by CIRCLE. Hess argues that planned, moderated discussions of controversial issues teach essential democratic Read More >
The k-12 Curriculum in the Era of NCLB
December 2008 Tisch College of Citizenship and Public Service, Medford, MA: Despite public belief to the contrary, schools are not shifting away from teaching social studies, liberal arts, and sciences directly because of the pressures of the No Child Left Behind Act (NCLB), according to a new study released by Tisch College’s Center for Information Read More >
Disparities in Turnout and Civic Education
New CIRCLE Research Reveals Higher Income School Districts Offer More Opportunities to Learn about Politics and Citizenship February 2008 Although half of young Americans ages 18-29 have never enrolled in college, 79 percent of the young voters on Super Tuesday attended college, according to new CIRCLE research. This gap was also evident in youth turnout Read More >
CIRCLE Working Paper 59: Democracy for Some–The Civic Opportunity Gap in High School
by Joseph Kahne and Ellen Middaugh February 2008 In our study of high school civic opportunities, we found that a student’s race and academic track, and a school’s average socioeconomic status (SES) determines the availability of the school-based civic learning opportunities that promote voting and broader forms of civic engagement. High school students attending higher Read More >
Youth Civic Identity Development Amid Distinct School and Community Contexts
by Beth Rubin Qualitative research describing and theorizing about the emerging civic identities of diverse youth is scarce. This study provides a textured view of how civic identity is constructed and negotiated by racially and socioeconomically diverse adolescents, based on interviews and in-class discussions conducted with students in four public secondary schools. Youth living in Read More >
