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ERIC Number: ED499265
Record Type: Non-Journal
Publication Date: 2007-Sep
Pages: 22
Abstractor: Author
An International Perspective on Active Citizenship among Lower Secondary Students. Concepts and Measures Developed for the IEA Civic and Citizenship Education Study (ICCS)
Schulz, Wolfram
Online Submission
The new IEA "International Civic and Citizenship Education Study" (ICCS) will investigate the extent to which young people are prepared to undertake their roles as citizens across a range of countries. ICCS will survey 13-to-14-year old students in over 30 countries in the year 2009. The ICCS outcome data will be obtained from representative samples of students in their eighth year of schooling and context data from the students, their schools and teachers. ICCS is the third international IEA study in this area and it is explicitly linked through common questions to the IEA "Civic Education Study" (CIVED) which was undertaken in 1999. The ways young people already actively participate in their schools and communities and the degree to which they are expecting to act politically in later adult life are important aspects in the development of this new study. An assessment framework has been developed as the foundation for the ICCS instruments and this paper outlines how the assessment framework addresses the role of political participation among young people. It includes a description of the measures of student knowledge, activities and attitudes associated with civic participation that have been developed in this study. Furthermore, it discusses relevant factors associated with civic participation, the relationships between these variables as well as the analysis and reporting of ICCS data. (Contains 6 footnotes, 2 figures and 4 tables. ICCS Research Questions are appended.) [Paper prepared for the ECPR General Conference in Pisa (Italy), 6-8 September 2007.]
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A