Zaman, Husam (2006) TEACHERS' PERCEPTIONS OF CITIZENSHIP AND CITIZENSHIP EDUCATION:A COMPARATIVE STUDY. Doctoral Dissertation, University of Pittsburgh. (Unpublished)
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This study examines citizenship education policy and practice as they are perceived by teachers in three different societies — the United States, England, and Hong Kong. Through a secondary analysis of the teacher data in Civics Education Study (CIVED), conducted by the International Association for the Evaluation of Educational Achievement (IEA), it identifies similarities and differences in teachers' beliefs and perceptions of citizenship, citizenship education, their professional preparation for their work as civic teachers, and their teaching practices. Six research questions have guided this investigation which was grounded on the literature of models of citizenship and of global vs. national cultural factors affecting education systems. The findings reveal strong consensus among teachers in the three countries suggesting that civics education matters a great deal for students' political development and for their countries. Teachers, also, in the three countries, do not demonstrate a great deal of differentiation among the citizenship models and categories prescribed in the literature. For the teaching practices, the study presents that indirect teacher-centered methods dominate civics education classrooms, and that political socialization in the form of knowledge transmission is the most emphasized objective in these countries' schools. The study concludes with recommendations to education policy-makers to consider teachers' suggestion of the need to improve the quality of civics materials and sufficient training. The study, also, suggests diversifying the data of the future IEA studies in civics by incorporating qualitative and quantitative data that aim to explain the process of teaching and learning, and the educational outcomes as well. Finally, it recommends that cross-national studies need to consider and theorize as much about similarities and common features among various educational systems as they currently do for the differences among these systems. Also, it suggests a need to develop a more inclusive theoretical framework of citizenship.
|Item Type:||University of Pittsburgh ETD|
|Date:||21 April 2006|
|Defense Date:||7 April 2006|
|Approval Date:||21 April 2006|
|Submission Date:||20 April 2006|
|Access Restriction:||No restriction; Release the ETD for access worldwide immediately.|
|Institution:||University of Pittsburgh|
|Schools and Programs:||School of Education > Administrative and Policy Studies|
|Degree:||PhD - Doctor of Philosophy|
|Thesis Type:||Doctoral Dissertation|
|Uncontrolled Keywords:||citizenship; citizenship education; global dynamics theory; political socialization; teacher attitudes|
|Other ID:||http://etd.library.pitt.edu/ETD/available/etd-04202006-123454/, etd-04202006-123454|
|Date Deposited:||10 Nov 2011 19:39|
|Last Modified:||15 Nov 2016 13:41|
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Doctoral Dissertations in International Education
This folder contains the doctoral dissertations of students in the International Education doctoral program in the College of Education.
During the nearly 50 year existence of the doctoral program in International Education at UMass Amherst almost 300 students have successfully completed their doctoral degrees. The majority of their dissertations will be available here.
The topics of these dissertations reflect the experience and research interests of the students. They also provide a good indicator of the commitment of CIE and its associated degree program to working with education of all kinds, especially in challenging or emergency contexts.
Dissertation abstracts from 1971-2008, indexed by author, topic, and country can be found in the document link here. http://scholarworks.umass.edu/cie_diss/1/.
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