NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1120051
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: As Provided
ISSN: ISSN-1085-3545
Powerful Design Principles and Processes: Lessons from a Case of Ambitious Civics Education Curriculum Planning. A Response to "Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text"
Dinkelman, Todd
Democracy & Education, v24 n2 Article 11 2016
In "Reinventing the High School Government Course," the authors presented the latest iteration of an ambitious AP government course developed over a seven-year design-based implementation research project. Chiefly addressed to curriculum developers and civics teachers, the article elaborates key design principles, provides a description of both the substance and structure of the course, and explains the pedagogical aims and practices of the course. I review this outstanding work by providing a discussion of what I think this research might do for the intended audience and close with a few considerations that extend the authors' own questions and concerns about the course. [For "Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text," see (EJ1100188).]
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A