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ERIC Number: ED502417
Record Type: Non-Journal
Publication Date: 2006
Pages: 118
Abstractor: ERIC
Reference Count: 34
ISBN: ISBN-1-8447-8714-1
ISSN: N/A
Active Citizenship and Young People: Opportunities, Experiences and Challenges in and beyond School Citizenship Education Longitudinal Study: Fourth Annual Report. Research Report RR732
Ireland, Eleanor; Kerr, David; Lopes, Joana; Nelson, Julie
National Foundation for Educational Research
The Citizenship Education Longitudinal Study, conducted by the National Foundation for Educational Research (NFER) on behalf of the Department for Education and Skills (DfES), aims to identify, measure and evaluate the extent to which effective practice in citizenship education develops in schools. The study began in 2001 and will conclude in 2009. The report sets out the findings from the second longitudinal survey and visits to ten case-study schools. Reported findings include: (1) Analysis suggests that the main change in approach to citizenship education in schools has been an increased focus on curriculum aspects of citizenship education provision; (2) Schools continue to use a variety of citizenship delivery models, with a marked increase in the use of dedicated timeslots and in the use of assembly time; (3) Teachers were more likely in 2005, than in 2003, to believe that citizenship education was best approached as a specific subject and through extra-curricular activities; (4) School leaders and teachers were more familiar with a range of key documents related to citizenship education in 2005 than in 2003; (5) Students were more aware of citizenship in 2005 than in 2003; (6) Descriptions of citizenship education that encompassed "active" components, such as voting and politics, were relatively uncommon amongst students, although a sizeable proportion identified the importance of belonging to the community; (7) Although traditional teaching and learning methods continued to dominate in citizenship and other subjects, a range of more active methods were also used; (8) There was a substantial increase in the proportion of schools with an assessment policy for citizenship education in 2005, and the use of formal assessment methods was more widespread than in 2003; (9) Teachers received more training in citizenship in 2005 than in 2003, although demand for further training in relation to subject matter, assessment and reporting and teaching methods remains; and (10) Challenges to citizenship education were felt, by school leaders and teachers, to include time pressure, assessment, the status of citizenship and teacher subject expertise. The cumulative practice from the case-study schools identifies four measures that were important in enhancing the active citizenship opportunities and experiences for students in those schools: (1) Build and maintain a strong sense of belonging to the school community, with links to belonging to the local community; (2) Develop an ongoing, active focus in the delivery of citizenship education; (3) Assist students to participate in decision-making processes in school and beyond, on a regular basis; and (4) Provide sufficient training and development in relation to active citizenship for teachers and students. Three appendixes are included: (1) Methodology and Sample Information; (2) References; and (3) Citizenship Education Longitudinal Study. (Contains 20 footnotes, 12 figures and 2 tables.) [This report was written with Elizabeth Cleaver and was produced by the Department for Education and Skills. For associated Research Briefing, see ED502418.]
National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Foundation for Educational Research
Identifiers - Location: United Kingdom