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ERIC Number: ED498893
Record Type: Non-Journal
Publication Date: 2007-Aug
Pages: 19
Abstractor: ERIC
Best Practices in Civic Education: Changes in Students' Civic Outcomes. CIRCLE Working Paper 57
Syvertsen, Amy K.; Flanagan, Constance A.; Stout, Michael D.
Center for Information and Research on Civic Learning and Engagement (CIRCLE)
The power of civic education to elicit positive student outcomes has been empirically documented. However, the field is only now beginning to understand the causal processes that bring about these positive changes in young people. "The Civic Mission of Schools" report commissioned by the Carnegie Corporation of New York and CIRCLE (2003) lays out six "promising approaches" to civic education. These practices emphasize the need for instruction that is relevant to young people (i.e., links young people's interests to political contexts), provides opportunities for practice, and that moves beyond rote learning praxis. A growing body of evidence suggests that these approaches to civic education yield positive, lasting outcomes in young people. For example, research has found that deliberative classroom discussions are positively associated with interest in politics, political knowledge, and feelings of political efficacy. The goal of this project is to examine the association between activities regularly used in civic education courses (e.g., staging a mock election) and their impact on key student outcomes. By linking classroom praxis to outcomes, the authors intend to provide evidence supporting best practices in civic education. (Contains 5 figures and 7 tables.) [This working paper was produced by the Center for Information & Research on Civic Learning & Engagement.]
Center for Information and Research on Civic Learning and Engagement (CIRCLE). University of Maryland, School of Public Policy, 2101 Van Munching Hall, College Park, MD 20742. Tel: 301-405-2790; Web site:
Publication Type: Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A