الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Global school partnerships programme impact evaluation report سنة النشر: 2011 المؤلف: Juliet Sizmur | Bernadetta Brzyska | Louise Cooper | Jo Morrison | Kathryn Wilkinson | David Kerr المؤلف المؤسسي: National Foundation for Educational Research The overarching aim of this evaluation is to assess the impact of DFID‟s Global School Partnerships (GSP) programme on levels of global awareness and attitudes to global issues in pupils attending GSP schools in the UK.This main aim can be broken down into four subsidiary aims, namely:1. to measure levels of global awareness and attitudes to global issues amongst pupils taking part in GSP programme activities2. to compare awareness levels and attitudes among pupils in GSP schools with those of pupils in non-GSP schools3. to evaluate whether the impact of GSP on global awareness and attitudes to global issues differs depending on pupils‟ ages and educational stages (e.g. at primary versus secondary level)4. to assess whether levels of awareness and attitudes amongst participating pupils change as the GSP programme becomes more embedded in schools (i.e. whether, over time, the programme has a positive, neutral or negative impact on pupil levels of development awareness). Programme mondial de partenariats scolaires et Rapport d'évaluation d'impact سنة النشر: 2011 المؤلف: Juliet Sizmur | Bernadetta Brzyska | Louise Cooper | Jo Morrison | Kathryn Wilkinson | David Kerr المؤلف المؤسسي: National Foundation for Educational Research L'objectif principal de cette évaluation est d'évaluer l'impact de partenariats scolaires internationaux(PSI) et le programme de DFID sur les niveaux de prise de conscience globale et attitudes aux enjeux mondiaux chez les élèves fréquentant les écoles PSI au Royaume-Uni. Cet objectif principal peut être décomposé en quatre objectifs subsidiaires, à savoir: 1. pour mesurer les niveaux de prise de conscience globale et attitudes à l'égard des enjeux mondiaux entre les élèves qui participent aux activités du programme PSI 2. pour comparer les niveaux de sensibilisation et les attitudes des élèves dans les écoles du PSI avec ceux des élèves des écoles non-PSI 3. afin d'évaluer si l'impact du PSI sur la sensibilisation et les attitudes envers les problèmes mondiaux global diffère selon les élèves «âges et niveaux d'enseignement (par exemple, au primaire ou au secondaire) 4. d'évaluer si les niveaux de sensibilisation et attitudes parmi les élèves participants changent à mesure que le programme PSI devient plus intégré dans les écoles (à savoir si, au fil du temps, le programme a un impact positif, neutre ou négatif sur le niveau des élèves de sensibilisation au développement). 
Initial findings from the IEA international civic and citizenship education study سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. It investigated student knowledge and understanding of civics and citizenship as well as student attitudes, perceptions, and activities related to civics and citizenship. It also examined differences among countries in relation to these outcomes of civic and citizenship education, and it explored how differences among countries relate to student characteristics, school and community contexts, and national characteristics. ICCS considered six research questions concerned with the following:1. Variations in civic knowledge;2. Changes in content knowledge since 1999;3. Student interest in engaging in public and political life and their disposition to do so;4. Perceptions of threats to civil society;5. Features of education systems, schools, and classrooms related to civic and citizenship education; and6. Aspects of student background related to the outcomes of civic and citizenship education.ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in over 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study’s national research centers. Different approaches to provision of civic and citizenship education were evident in the ICCS countries. These approaches included having a specific subject, integrating relevant content into other subjects, and including content as a cross-curricular theme. Twenty-one of the 38 countries in ICCS included a specific subject concerned with civic and citizenship education in their curriculum. Civic and citizenship education covered a wide range of topics, including knowledge and understanding of political institutions and concepts, such as human rights, as well as newer topics covering social and community cohesion, diversity, the environment, communications, and global society. Les premiers résultats de l'étude de l'éducation civique et à la citoyenneté internationale AIE سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) La Civic Internationale et la Citoyenneté Étude sur l'Éducation (CICÉ) ont étudié les façons dont les pays préparent leurs jeunes à assumer leur rôle en tant que citoyens. Il a étudié les connaissances des élèves et la compréhension de l'éducation civique et la citoyenneté ainsi que les attitudes des élèves, les perceptions et les activités liées à l'éducation civique et la citoyenneté. Il a également examiné les différences entre les pays par rapport à ces résultats de l'éducation civique et à la citoyenneté, et il a exploré comment les différences entre les pays se rapportent aux caractéristiques des élèves, des contextes scolaires et communautaires, et des caractéristiques nationales. CICÉ a examiné six questions de recherche concernés par les suivants: 1. Les variations de connaissances civiques; 2. Modifications de contenu des connaissances depuis 1999; 3. l'intérêt des étudiants dans l'engagement dans la vie publique et politique et leur disposition à le faire; 4. Les perceptions des menaces pour la société civile; 5. Caractéristiques des systèmes d'éducation, les écoles et les salles de classe liées à l'éducation civique et à la citoyenneté; et 6. Les aspects de fond de l'étudiant en rapport avec les résultats de l'éducation civique et à la citoyenneté. CICÉ a recueilli des données provenant de plus de 140.000 8 e année (ou l'équivalent) étudiants dans plus de 5300 écoles de 38 pays. Ces données sur les élèves ont été complétées par des données provenant de plus de 62.000 enseignants dans les écoles et par des données contextuelles recueillies auprès des directeurs d'écoles et de centres de recherche nationaux de l'étude. Différentes approches de l'éducation civique et à la citoyenneté étaient évidentes dans les pays CICÉ. Parmi ces approches ayant un sujet spécifique, intégrant un contenu pertinent dans d'autres matières, et y compris le contenu en tant que thématique transversale. Vingt et un des 38 pays de CICÉ inclus un sujet spécifique concerné par l'éducation civique et à la citoyenneté dans leur curriculum. Éducation civique et à la citoyenneté ont couvert un large éventail de sujets, y compris la connaissance et la compréhension des institutions et des concepts politiques, tels que les droits de l'homme, ainsi que de nouveaux sujets couvrant la cohésion sociale et de la communauté, la diversité, l'environnement, les communications, et de la société mondiale. IEA 국제시민 교육연구의 초기 결과 سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) 국제시민교육연구(ICCS)는 시민으로서 자신의 역할을 수행하기 위해서 국가가 그들의 젊은이들을 준비시키는 방법에 대한 연구를 하였다. 여기에서는 학생들의 태도와 인식, 그리고 시민의식 및 시민권과 관련된 그들의 활동과 더불어 학생들의 시민의식과 시민권에 대한 이해와 지식에 대한 조사를 하였다. 또한, 시민교육의 결과와 관련된 국가 간의 차이를 조사하고, 그러한 차이가 학생의 특성, 학교 및 지역사회의 상황, 국가의 특성 사이에서 어떻게 다른가도 탐구하였다. 국제시민교육연구(ICCS)는 다음과 관련된 여섯 가지 연구 문제를 고려한다. 1. 시민 지식의 변화 2. 1999년 이래 교과 지식의 변화 3. 공적이고 정치적인 생활에 참여하는 것에 대한 학생의 관심도 및 실제적 이행 4. 시민 사회를 위협하는 것에 대한 인식 5. 시민교육과 관련된 교실과 학교, 교육 시스템의 특징 6. 시민교육의 결과와 관련된 학생의 배경 국제시민교육연구(ICCS)는 38개국 5,300개 이상의 학교에서 8학년(혹은 동급)의 14만면 이상의 학생들로부터 데이터를 수집하였다. 그리고 이 학생 데이터는 국립 연구 센터와 학교장이 수집한 상황별 데이터와 해당 학교 내 62,000명 이상의 교사들에 의해 증강되었다. 시민교육의 제공에 관한 다른 접근 방법은 국제시민교육연구(ICCS) 국가에서 분명히 드러났다. 이 접근 방식은 특정 주제를 가진 다른 과목과 연관된 콘텐츠를 통합하고, 상호 교육 과정을 테마로 하는 내용이 포함되어 있다. ICSS 38개국 중 21개 국가에서 그들의 교과 과정에 시민교육과 관련된 특정 주제를 포함시켰다. 시민교육은 사회, 지역 커뮤니티의 응집력, 다양성, 환경, 커뮤니케이션, 글로벌 사회와같은 새로운 주제 뿐만 아니라, 인권과 같은 정치적 개념의 이해와 지식을 포함한 폭넓은 범위의 주제도 아우르고 있다. Resultados iniciales del estudio Internacional de educación cívica y ciudadana de la IEA سنة النشر: 2010 المؤلف: Wolfram Schulz | John Ainley | Julian Fraillon | David Kerr | Bruno Losito المؤلف المؤسسي: International Association for the Evaluation of Educational Achievement (IEA) The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. It investigated student knowledge and understanding of civics and citizenship as well as student attitudes, perceptions, and activities related to civics and citizenship. It also examined differences among countries in relation to these outcomes of civic and citizenship education, and it explored how differences among countries relate to student characteristics, school and community contexts, and national characteristics. ICCS considered six research questions concerned with the following:1. Variations in civic knowledge;2. Changes in content knowledge since 1999;3. Student interest in engaging in public and political life and their disposition to do so;4. Perceptions of threats to civil society;5. Features of education systems, schools, and classrooms related to civic and citizenship education; and6. Aspects of student background related to the outcomes of civic and citizenship education.ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in over 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study’s national research centers. Different approaches to provision of civic and citizenship education were evident in the ICCS countries. These approaches included having a specific subject, integrating relevant content into other subjects, and including content as a cross-curricular theme. Twenty-one of the 38 countries in ICCS included a specific subject concerned with civic and citizenship education in their curriculum. Civic and citizenship education covered a wide range of topics, including knowledge and understanding of political institutions and concepts, such as human rights, as well as newer topics covering social and community cohesion, diversity, the environment, communications, and global society.