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ERIC Number: ED465762
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
Explaining Differences in Civic Knowledge: Multi-Level Regression Analysis of Student Data from 27 Countries.
Schulz, Wolfram
Differences in student knowledge about democracy, institutions, and citizenship and students skills in interpreting political communication were studied through multilevel regression analysis of results from the second International Education Association (IEA) Study. This study provides data on 14-year-old students from 28 countries in Europe, North America, South America, Asia, and the Pacific. Item response theory estimates for Civic Knowledge were used as independent variables in the multilevel regression models presented in this paper. To facilitate the interpretation of the results, countries were grouped tentatively into nine groups that should reflect common characteristics related to geography, history, culture, or educational systems. Looking at the whole international database and estimating the proportions of the overall variance between students and schools, and between countries, it can be shown that approximately 66% of the total variance exists between students, 25% between schools, and only 9% between countries. These results demonstrate that most of the variance is found on the student level. These analyses confirm some earlier findings from single-level analyses of Civic Knowledge. Gender does have an effect in a considerable number of countries when controlling for other factors. Expected Education and Home Literacy are consistent predictors. Classroom Climate appears to have considerable effects in most countries, and reported participation in school council or parliaments does have positive effects on Civic Knowledge in a number of countries. (Contains 3 tables and 14 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A