Students' conceptual knowledge and process skills in civic education: Identifying cognitive profiles and classroom correlates

Theory and Research in Social Education

Volumn 40, Issue 1, 2012, Pages 1-34

  Zhang, Ting ^a   Torney Purta, Judith ^a   Barber, Carolyn ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b UNIVERSITY OF MISSOURI KANSAS CITY   (United States)

Author keywords

Civic knowledge; Classroom experience; Cognitive diagnostic modeling; Conceptual knowledge; Multilevel modeling; Social studies skills; Teacher qualifications

Indexed keywords

EID: 84867570679     PISSN: 00933104     EISSN: None     Source Type: Journal    
DOI: 10.1080/00933104.2012.649467     Document Type: Article

References (75)

1. Arthur, J., Davies, I., & Hahn, C. (2008). Sage handbook of education for citizenship and democracy. Los Angeles, CA: Sage.
2. Ashcraft, M. H. (1994). Human memory and cognition (2nd ed.). New York, NY: HarperCollins.
3. Baldi, S., Perie, M., Skidmore, D., Greenberg, E., Hahn, C., & Nelson, D. (2001). What democracy means to ninth-graders: U.S. results from the International IEA Civic Education study. Washington, DC: U.S. National Center for Education Statistics.
4. Barber, C., & Torney-Purta, J. (in press). Comparing attitudes in the 1999 and 2009 IEA Civic and Citizenship Education Studies: Opportunities and limitations illustrated in five countries. Journal of Social Science Education.
5. Brown, A. L., & Campione, J. S. (1990). Communities of learning and thinking, or a context by any other name. Contributions to Human Development, 21, 108-126.
6. Campaign for the Civic Mission of Schools. (2011). Guardian of democracy: The civic mission of schools. Philadelphia, PA: Leonore Annenberg Institute for Civics, University of Pennsylvania. Retrieved from http://www. civicmissionofschools.org
7. Carnegie Corporation of New York. (2003). The civic mission of schools. New York, NY: Author.
8. Chapin, J. (2011). A practical guide to middle and secondary social studies (3rd ed.). Boston, MA: Pearson Education.
9. Chin, K., & Barber, C. E. (2010). A multi-dimensional exploration of teachers' beliefs about civic education in Australia, England, and the United States. Theory & Research in Social Education, 38, 395-427.
10. Collins, A. M., & Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8, 240-248.
11. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1-50. doi:10.1177/0895904800014001013
12. Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass.
13. Davies, I., & Hogarth, S. (2004). Political literacy issues for teachers and learners. In J. Demaine (Ed.), Citizenship and political education today (pp. 181-198). London, England: Palgrave. doi:10.1057/9780230522879
14. De La Paz, S., Malkus, N., Monte-Sano, C., & Montanaro, E. (2011). Evaluating American History teachers' professional development: Effects on student learning. Theory & Research in Social Education, 39, 494-540.
15. Delli Carpini, M., & Keeter, S. (1996). What Americans know about politics and why it matters. New Haven, CT: Yale University Press.
16. Dunkin, M. J., Welch, A. A., Merritt, A. A., Phillips, R. R., & Craven, R. R. (1998). Teachers' explanations of classroom events: Knowledge and beliefs about teaching civics and citizenship. Teaching and Teacher Education, 14, 141-151. doi:10.1016/S0742-051X(97)00033-4
17. Ercikan, K., & Seixas, P. (2011). Assessment of higher order thinking: The case of historical thinking. In G. Schraw & D. R. Robinson (Eds.), Assessment of higher order thinking skills (pp. 245-261). Charlotte, NC: Information Age.
18. Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66, 361- 396. doi:10.3102/00346543066003361
19. Gronlund, K., & Milner, H. (2006). The determinants of political knowledge in comparative perspective. Scandinavian Political Studies, 29, 386-406.
20. Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical content knowledge in social studies. Scandinavian Journal of Education, 31(2), 59-70.
21. Hahn, C. L., & Alviar-Martin, T. (2008). International political socialization research. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 81-107). New York, NY: Routledge.
22. Hahn, C. L., & Tocci, C.M. (1990). Classroom climate and controversial issues discussions: A five nation study. Theory & Research in Social Education, 18, 344-362.
23. Hallden, O., Scheja, M., & Haglund, L. (2008). The contextualization of knowledge: An intentional approach to meaning making and conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 509-532). New York, NY: Routledge.
24. Hambrick, D. Z., Meinz, E. J., Pink, J. E., Pettibone, J. C., & Oswald, F. L. (2010). Learning outside the laboratory: Ability and non-ability influences on acquiring political knowledge. Learning and Individual Differences, 20, 40-45. doi:10.1016/j.lindif.2009.10.013
25. Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.
26. Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26, 430-511. doi:10.1080/07370000802177235
27. Homana, G., & Barber, C. H. (2006, November). School climate for citizenship education: A comparison of England and the United States. Paper for the proceedings of the International Research Conference, International Association for the Evaluation of Educational Research, The Brookings Institution, Washington, DC.
28. Huebner, A., & Wang, C. (2011). A note on comparing examinee classification methods for cognitive diagnosis models. Educational and Psychological Measurement, 71, 407-419. doi:10.1177/0013164410388832
29. Hynd, C. (2003). Conceptual change in response to persuasive messages. In G. Sinatra & P. Pintrich (Eds.), Intentional conceptual change (pp. 291-316). Mahwah, NJ: Lawrence Erlbaum.
30. Johnson, P. (2009). What knowledge is of most worth? In E. Borgida, C. M. Federico, & J. L. Sullivan (Eds.), The political psychology of democratic citizenship (pp. 52-71). New York, NY: Oxford University Press. doi:10.1093/acprof:oso/9780195335453.003.0003
31. Karabenick, S. A., Woolley, M. E., Friedel, J. M., Ammon, B. V., Blazevski, J., Bonney, C.. Kelly, K. L. (2007). Cognitive processing of self-report items in educational research: Do they think what we mean? Educational Psychologist, 42, 139-151. doi:10.1080/00461520701416231
32. Kennedy, K. (2008). The citizenship curriculum: Ideology, content and organization. In J. Arthur, I. Davies, & C. Hahn (Eds.), Education for citizenship and democracy (pp. 483-491). Los Angeles, CA: Sage.
33. Levine, P., & Higgins-D'Allessandro, A. (2010). Youth civic engagement: Normative issues. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds.), Handbook of research on civic engagement in youth (pp. 115-138). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9780470767603.ch5
34. Levinson, M. (2010). The civic empowerment gap. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds), Handbook of research on civic engagement in youth (pp. 331-362). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9780470767603.ch13
35. Levstik, L. S., & Tyson, C. A. (2008). Handbook of research in social studies education. New York, NY: Routledge.
36. Losito, B., & Mintrop, H. (2001). The teaching of civic education. In J. Torney-Purta, R, Lehmann, H. Oswald, & W. Schulz (Eds). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen (pp. 157-173). Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
37. McLeod, J., Shah, D., Hess, D., & Lee, N. (2010). Communication and education: Creating competence for socialization into public life. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds), Handbook of research on civic engagement in youth (pp. 363-392). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9780470767603.ch14
38. Mislevy, R. J., Levy, R., Kroopnick, M., & Rutstein, D. (2008). Evidentiary foundations of mixture item response theory models. In G. R. Hancock & K. M. Samuelsen (Eds.), Advances in latent variable mixture models (pp. 149-175). Charlotte, NC: Information Age.
39. Monte-Sano, C., & Cochran, M. (2009). Attention to learners, subject, or teaching: What takes precedence as preservice teachers learn to teach historical thinking and reading? Theory & Research in Social Education, 37, 101-135.
40. Murphy, P. K., Alexander, P. A., & Muis, K. R. (2011). Knowledge and knowing: The journey from philosophy and psychology to human learning. In K. R. Harris, S. Graham, & T. Urdan (Eds.), Educational psychology handbook: Vol. 1. Theories, constructs, and critical issues. Washington, DC: American Psychological Association.
41. Niemi, R., & Junn, J. (1998). Civic education: What makes students learn? New Haven, CT: Yale University Press.
42. Niemi, R., & Sanders, M. (2004). Assessing student performance in civics: The NAEP 1998 Civics Assessment. Theory & Research in Social Education, 32, 326-48.
43. Parker, W. C., Mosberg, S., Bransford, J., Vye, N., Wilkerson, J. & Abbott, R. (2011). Rethinking advanced high school coursework: Tacking the depth/breadth tension in the AP Government and Politics course. Journal of Curriculum Studies, 43, 533-559. doi:10.1080/00220272.2011.584561
44. Quillian, M. R. (1968). Semantic memory. In M. Minsky (Ed.), Semantic information processing (pp. 21-56). Cambridge, MA: MIT Press.
45. Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen, Denmark: Nielsen & Lydiche.
46. Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. (2004). HLM 6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
47. Reich, G. (2009). Testing historial knowledge: Standards, multiple choice questions and student reasoning. Theory & Research in Social Education, 37, 325-360.
48. Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: Economic Policy Institute.
49. Rubin, B. C. (2008). Civics and citizenship in students' daily lives: Toward a sociocultural understanding of civic knowledge and engagement. In B. C. Rubin&J. Giarelli (Eds.), Civic education for diverse citizens in global times (pp. 201-218). New York, NY: Lawrence Erlbaum.
50. Rubin, B. C. (2012). Making citizens: transforming civic learning for diverse social studies classrooms. New York, NY: Routledge.
51. Rupp, A. A., & Templin, J. (2008). Unique characteristics of cognitive diagnosis models: A comprehensive review of the current state-of-theart. Measurement: Interdisciplinary Research & Perspectives, 6, 219-262. doi:10.1080/15366360802490866
52. Schmidt, W. H., Blomeke, S., & Tatto, M. T. (2011). Teacher education matters: A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press, Columbia University.
53. Schraw, G. (2006). Knowledge: Structures and process. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 245-264). Mahwah, NJ: Lawrence Erlbaum.
54. Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). Initial findings from the IEA International Civic and Citizenship Education Study. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
55. Schulz, W., & Sibberns H. (Eds.). (2004). IEA Civic Education Study technical report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
56. Sherrod, L. R., Torney-Purta, J., & Flanagan, C. A. (2010). Handbook of research on civic engagement in youth. Hoboken, NJ: John Wiley & Sons. doi:10.1002/9780470767603
57. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
58. Silva, D. Y., & Mason, T. (2003). Developing pedagogical content knowledge for civics in elementary teacher education. Theory & Research in Social Education, 31, 366-397.
59. Tatsuoka, K. K. (1983). Rule-space: An approach for dealing with misconceptions based on item response theory. Journal of Educational Measurement, 20, 345-354. doi:10.1111/j.1745-3984.1983.tb00212.x
60. Tatsuoka, K. K., Corter, J. E., & Tatsuoka, C. (2004). Patterns of diagnosed mathematical content and process skills in TIMSS-R across a sample of 20 countries. American Educational Research Journal, 41, 901-926. doi:10.3102/00028312041004901
61. Torney, J., Oppenheim, A. N., & Farnen, R. F. (1975). Civic education in ten countries: An empirical study. New York, NY: John Wiley & Sons.
62. Torney-Purta, J. (1991). Schema theory and cognitive psychology: Implications for social studies. Theory & Research in Social Education, 19, 189-210.
63. Torney-Purta, J., & Barber, C. (2011). Fostering young people's support for participatory human rights through their developmental niches. American Journal of Orthopsychiatry, 81, 473-481. doi:10,1111/j.1939- 0025.2011.01113.x
64. Torney-Purta, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
65. Torney-Purta, J., & Richardson, W. K. (2003). Teaching for the meaningful practice of democratic citizenship: Learning from the IEA Civic Education Study in 28 countries. In J. Patrick (Ed.), Principles and practices of democracy in the education of social studies teachers: Volume 2 (pp. 25-44). Bloomington, IN: ERIC Clearinghouse for Social Studies/ Social Science Education.
66. Torney-Purta, J., Richardson, W. K., & Barber, C. H. (2005). Teachers' educational experience and confidence in relation to students' civic knowledge across countries. International Journal of Citizenship and Teacher Education, 1(1), 32-57.
67. Torney-Purta, J., & Wilkenfeld, B. S. (2009). Paths to 21st century competencies through civic education classrooms: An analysis of survey results from ninth-graders (A Technical Assistance Bulletin). Chicago, IL: American Bar Association Division for Public Education.
68. van Hover, S. (2008). The professional development of social studies teachers. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 352-371). New York, NY: Routledge.
69. von Davier, M. (2005). A general diagnostic model applied to language testing data (ETS Research Rep. No. RR-05-16). Princeton, NJ: Educational Testing Service.
70. von Davier, M. (2008). A general diagnostic model applied to language testing data. British Journal of Mathematical and Statistical Psychology, 61, 287- 307. doi:10.1348/000711007X193957
71. Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)
72. Xin, T., Xu, Z., & Tatsuoka, K. K. (2004). Linkage between teacher quality, student achievement, and cognitive skills: A rule-space model. Studies in Educational Evaluation, 30, 205-223.
73. Xu, X., & von Davier, M. (2006). General diagnosis for NAEP proficiency data (ETS Research Rep. No. RR-06-08). Princeton, NJ: Educational Testing Service.
74. Yan, D., Mislevy, R. J., & Almond, R. G. (2003). Design and analysis in cognitive assessment (ETS Research Rep. No. ETS RR-03-32). Princeton, NJ: Educational Testing Service.
75. Zhang, T. (2011). The role of reading comprehension in large-scale subjectmatter assessments. (Unpublished doctoral dissertation literature review). University of Maryland, College Park.