21. Hoge, John D. [Текст]/Hoge, John D. Civic Education in Schools.(Гражданское образование в школах) - ERIC Digest., 1988.
ПРИЛОЖЕНИЕ
HOW MIGHT CIVIC EDUCATION BE IMPROVED? The civic learning of students in schools is dependent upon the substance, design, and manner of presentation of their lessons. Furthermore, the organization, operation, and culture of the school shape important aspects of students' civic education and its outcomes. The following statements are based on research about how to improve civic education in schools.
1. Students' achievement of civic knowledge is related to the number of courses taken, the breadth and depth of topics studied, and the amount of time spent on lessons and homework (Mullis 1979; Parker & Kaltsounis 1986).
2. The development of democratic civic attitudes and values is enhanced by teachers who provide lessons on the analysis of public issues or controversial topics in a classroom environment that is conducive to the open and free exchange of ideas (Ehman 1980; Leming 1985).
3. One means to development of higher-order thinking skills associated with civic education is systematic teaching about public issues in school courses in history, government, and law-related education (Guyton 1984).
4. Student participation in extracurricular activities of the school is positively related to development of political efficacy and propensities for participation in civic life outside the school (Ehman 1980).
5. There may be a positive relationship between "democratic school climate" and development of democratic civic attitudes and behavior among students; less authoritarian climates are linked to more democratic political attitudes and behavior among students (Ehman 1980; Hepburn 1983).
6. Systematic and extensive exposure to law-related education appears to enhance learning of civic knowledge, attitudes, and skills when these programs
· foster interaction among students in the classroom;
· use realistic content that includes balanced treatment of civic issues;
· involve outside resource persons to augment classroom instruction and activities;
· receive enthusiastic support by the school principal and other school-district administrators;
· receive support through regular opportunities for staff development (Anderson 1987).
In conclusion, civic education in schools is important for the survival of our constitutional democracy. Effective civic education is the primary means for teaching and learning the democratic values that undergird our system of ordered liberty, which provides majority rule with protection of minority rights. However, assessments of civic learning suggest that our educational programs fall short of desired levels of achievement among a majority of learners. Thus, educators are challenged to seek and implement means to improve civic education in elementary and secondary schools.