ERIC Number: ED218165
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Evaluation of a Locally Developed Social Studies Curriculum Project: Improving Citizenship Education.
Napier, John D.; Hepburn, Mary A.
Evaluation results from the Improving Citizenship Education (ICE) Project are presented. The purpose of the ICE project was to design and test a model for improving the political/citizenship knowledge and attitudes of K-12 students by infusing citizenship education into an existing social studies curriculum. This evaluation examined the effectiveness of each of the five teacher support components of the change model (staff development, administrative support, cognitive and affective objectives, community resources, and materials) from the teacher's point of view (process evaluation). Also assessed was the impact of the curriculum change on student performance (product evaluation). Subjects consisted of 17 project and control elementary and secondary teachers, 345 secondary students and 214 elementary students. The measurement instruments for the process evaluation included a multiple-choice instrument and questionnaires. Project and control students were pre- and posttested using the Citizenship Knowledge Test and the Opinionnaire on Political Institutions and Participation. Teacher evaluation results indicated that they made a significant gain in knowledge from staff development, objectives were very helpful, principals were somewhat supportive, and the materials were very helpful. Product evaluation indicated that the ICE Project did significantly and practically affect the political knowledge and attitudes of secondary students; however, elementary students were not significantly affected. A re-evaluation of this project indicated that the ICE project model does significantly affect the knowledge and attitudes of elementary students. Discussion is included on conclusions, limitations, and implications. (NE)
Publication Type: Reports - Evaluative; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A