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• W299730460 abstract "There is little doubt of public school’s role in the enculturation of youth into American democracy. There are several aspects about which little is known that should be addressed prior to seeking options to understand and address civic education for the 21st century: first, the desired civic knowledge, skills, and predispositions are not clearly identified; and second, little is known about the knowledge, skills, and beliefs of the faculty, administration, staff and board of education members about democracy or the patterns of congruence among adults connected to K– 12 education. In this pilot study, we investigate the patterns of beliefs through the use of an innovative Qsort and interviews of participants among four public school districts, a statewide group of policy advisors, and some teacher union officials. State constitutions and national rhetoric profess the importance of engaging youth in American democracy, arguing that civic education encourages participation in the institutions and processes of government. Public schools take up much of the obligation for the provision of such education. Two shortcomings to this arrangement are, first, students may not learn the desired civic knowledge, skills, and predispositions, and, second, what is learned may not serve its intended purpose if the students do not practice civic habits of thought and action. There are several aspects about which little is known that should be addressed prior to seeking options to understand and address civic education: 1. The desired civic knowledge, skills, and predispositions are not clearly identified. Elizabeth A. Lowham is an associate professor at Cal Poly, San Luis Obispo; she directs the Master of Public Policy program. James R. Lowham is a former superintendent and held leadership positions in various educational organizations. Acknowledgements: The authors thank the participants for sharing their time and willingness to think deeply about civic education. Submit a response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol23/iss1/1 2. Little is known about the knowledge, skills, and beliefs of the faculty, administration, staff, and board of education members about democracy or the patterns of congruence among adults connected to K– 12 education." @default.
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• W299730460 date "2015-01-01" @default.
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• W299730460 title "Civic Meanings: Understanding the Constellations of Democratic and Civic Beliefs of Educators." @default.
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