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Academic literature on the topic 'Civics'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Civics"

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Rafifah, Tsabitah, and Dinie Anggraeni Dewi. "Mengenal Lebih Dalam Pendidikan Kewarganegaraan Hingga Jenjang Perguruan Tinggi." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 264–71. http://dx.doi.org/10.34007/jehss.v4i1.637.

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The purpose of writing this article is to inform readers so that they can better understand the subjects of Citizenship Education. Because this lesson is very useful to build ourselves into a good citizen about citizenship.Citizenship Education (Civics) is one of the existing subjects from elementary school to tertiary education. The mission of Citizenship Education itself is to educate the nation's life. The word for citizenship in Latin is called Civicus. Furthermore, the word Civicus is absorbed into English to become the word Civic which means citizen or citizenship. From the word Civic, the word Civic was born, namely citizenship science, and Civic Education, namely Civic Education. Civics or citizenship lessons have been known in Indonesia since the Dutch colonial era under the name Burgerkunde.
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Lo, Jane C., and Zahid Kisa. "Requiring Civics Then and Now: Potentials and Pitfalls of Mandated Civics Curriculum." Teachers College Record: The Voice of Scholarship in Education 123, no. 2 (February 2021): 1–42. http://dx.doi.org/10.1177/016146812112300202.

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Background In recent years, the United States has seen a resurgence in calls for mandating civics coursework across the country. For decades, scholars have identified classroom practices that help make civics courses more impactful to students’ civic engagement and knowledge. As more civics courses are required of young people, one begins to wonder if these courses include the kinds of curricular goals and pedagogical practices that can support students’ understanding of politics and promote their engagement with the system. Purpose With increasing calls for mandating middle school civics coursework across the country, it becomes necessary to better understand what happens in these courses. To gain insights into a mandated civics curriculum, the study presented in this article examined students’ experiences in a mandated middle school civics course and how the course influenced students’ civic knowledge and engagement outcomes. Research Design We used a fully mixed concurrent triangulation design to develop a robust understanding of how a mandated middle school civics course was implemented. We collected and analyzed quantitative and qualitative data simultaneously to confirm, cross-validate, and corroborate findings. The qualitative portion of the study looked to understand quantitative trends by examining these relationships through in-depth interviews and classroom observations. Findings Three takeaways were elucidated by analysis of data: 1. Students’ experience of a mandated civics course varied a great deal between the two cases explored in this study; 2. these differences were instigated by the academic pressures associated with an end-of-course exam; yet 3. certain kinds of civics instruction have the potential to promote some desired civic outcomes in middle school. These findings suggest that middle school civics has the potential to promote students’ developing civic knowledge, interest, and engagement. However, these findings hint at a troubling civic inequality that exists as early as middle school. Conclusions Our study found that middle school is a good time to introduce students to civics content because they seem to have fairly positive attitude toward civic-mindedness. At the same time, we found that the civic opportunity gap can manifest as early as the middle grades. Specifically, these inequalities are exacerbated by the existence of a high-stakes end-of-course exam, which negatively impacts students who are already considered low academic performers.
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Septiana, Tina, and Heri Ginanjar. "PENGGUNAAN MEDIA SEARCH ENGINE DALAM MENINGKATKAN CIVIC INTELLEGENCE SISWA PADA MATA PELAJARAN PKN." Journal of Education and Culture 3, no. 2 (June 27, 2023): 29–37. http://dx.doi.org/10.58707/jec.v3i2.487.

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This study aims to explore the benefits of using search engine media in improving students' civic intelligence in Civic Education (Civics). Media search engines, such as online search engines, provide easy and quick access to various sources of information relevant to Civics Education materials. This study involved high school student participants who were involved in the use of search engines as a learning tool in Civics class. The results showed that the use of search engines has significant benefits in improving students' civic intelligence. The students reported that they were able to access extensive and diverse information, deepen their understanding of Civics concepts, and develop digital literacy skills. The use of search engines also provided opportunities for students to actively participate in class discussions, presentations and Civics projects.
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Hunt-Hinojosa, Emily, and Brent D. Maher. "The Contentious Rise of the New Civics: Contending With Critiques of New Civics as a Leftist Enterprise." Teachers College Record: The Voice of Scholarship in Education 123, no. 11 (November 2021): 20–37. http://dx.doi.org/10.1177/01614681221087291.

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Background/Context: New Civics scholars and practitioners aspire to move beyond curricula focused on voter participation and knowledge of government structures and mechanisms to instead prepare youth to act upon their values in ways that lead to systemic change. Critics of New Civics argue that this approach is a form of pervasive leftist politics on campuses that seek to train youth activists with particular political agendas. Purpose and Research Questions: New Civics scholars must contend with conservative critiques as they envision curricula and programs to encourage greater civic action and engagement universally. Because these curricula and programs embrace nontraditional notions of civic action, they must garner some modicum of public trust to gain broad traction in schools and nonprofit organizations. Opponents of New Civics frame it as exclusively leftist, “politically correct,” and hostile to alternative views. These accusations may convince an already skeptical public that New Civics advances a particular political agenda, rather than modes of civic action and engagement in a democratic and pluralistic society. We analyze the extent to which these critiques have merit. Research Design: Our approach explores the curricula, programs, and social movements associated with New Civics. We contextualize these critiques within historical campus culture wars that portray the university as an echo chamber of liberal politics lacking intellectual diversity, with special attention to contemporary debates about free speech and identity on campus. Finally, we consider the extent to which a conservative New Civics practice is possible and whether New Civics needs to embrace a more inclusive ideological stance to mitigate critiques. Findings/Results: We discuss the possibility of scholars and practitioners transcending the culture-war framework to pursue their cardinal goal of preparing all youth to initiate and engage in action that leads to social change.
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Prasetyo, Danang, Jeni Danurahman, and Hendra Hermawan. "IMPLEMENTASI PENDIDIKAN KEWARGANEGARAAN DALAM MEWUJUDKAN WARGA NEGARA BAIK DAN CERDAS." Harmony: Jurnal Pembelajaran IPS dan PKN 8, no. 1 (August 2, 2023): 15–23. http://dx.doi.org/10.15294/harmony.v8i1.52768.

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Penelitian ini bertujuan untuk mengetahui proses pembentukan warga negara yang baik (good citizen) melalui penyelenggaraan mata kuliah PKn yang sesuai dengan Pancasila dan UUD 1945. Kajian ini diharapkan mampu memberikan rumusan penyelenggaraan mata kuliah pendidikan kewarganegaraan yang ideal. Penelitian ini merupakan penelitian kualitatif, dan fokusnya adalah memperdalam pemahaman manajemen pendidikan kewarganegaraan dalam proses pencapaian warga negara yang baik dan cerdas (smart and good citizens) yang. Hasil penelitian menunjukkan bahwa PKn merupakan ilmu yang perlu dipelajari untuk membentuk warga negara yang baik, cerdas, ideal, berbakat yang berdasarkan ideologi Pancasila. Pendidikan kewarganegaraan memiliki tujuan membentuk warga negara yang baik yang meliputi tiga aspek yaitu civics knowledge, civics skills, civics disposition. Upaya pembentukan warga negara yang baik dan cerdas melalui pendidikan kewarganegaraan dapat dilakukan dengan memberikan pemahaman terhadap pengetahuan yang menekankan pembentukan sikap kejujuran, integritas, disiplin, dan kerja keras guna menjadi bangsa yang berkarakter dan berdaya saing. This research aims to determine the process of forming a good citizen through the implementation of civics courses in accordance with Pancasila and the UUD NRI 1945. This study is expected to be able to provide a formulation for the implementation of an ideal civic education course. This research is a qualitative research, and the focus is to deepen the understanding of civic education management in the process of achieving smart and good citizens. The results showed that Civics is a science that needs to be studied to form good, smart, ideal, talented citizens based on the Pancasila ideology. Citizenship education has the goal of forming good citizens which includes three aspects, namely civics knowledge, civics skills, civics disposition. Efforts to form good and smart citizens through civic education can be carried out by providing an understanding of knowledge that emphasizes the formation of honesty, integrity, discipline and hard work in order to become a nation with character and competitiveness.
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Liang, Zhao, and Xiaolin Zhang. "Exploration of the Curriculum Reform of Psychological Health Education for College Students from the Perspective of Ideological and Political Education." Journal of Education and Educational Policy Studies 1, no. 1 (March 28, 2024): None. http://dx.doi.org/10.54254/3049-7248/1/2024002.

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This article discusses the teaching reform and exploration of the course 'Civics and Politics of College Students' Mental Health Education'. It analyses the synergetic cultivation of ideological and political education and college students' mental health education as an important initiative for colleges and universities to carry out the fundamental task of cultivating morality and educating people. The article analyses the current teaching status of the course 'Mental Health Education for College Students', including the current situation and problems in the nature of the course, teaching content, teaching form, and teaching evaluation. The text puts forward the role of the civics course and the obstacles it faces. It proposes measures for improvement, including constructing civics teaching system, cultivating civics teaching team, updating the concept of the civics course, enriching the form of civics teaching, and establishing an evaluation mechanism for civic and political integration. This paper presents a systematic analysis and solution for the reform of Civics and Politics teaching in college students' mental education courses.
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Pangalila, Theodorus, and Darmawan Edi Winoto. "The Effect of Citizenship Education Learning to Improving Student Civic Knowledge." SHS Web of Conferences 149 (2022): 01057. http://dx.doi.org/10.1051/shsconf/202214901057.

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This study aimed to examine the effect of Civics learning on increasing students' civic knowledge. The location of this research is SMP Negeri 4Tomohon. The population in this study were all students at SMP Negeri 4 Tomohon, while the sample was grade VII students at SMP Negeri 4 Tomohon,totaling 69 students. The method used is a survey method with a research instrument in the form of a questionnaire. With questions for Civics learning as many as 15 and civic knowledge as many as 15 questions. Data analysis using simple regression or r test. The results showed that the effect of Civics Education Learning on improving Students' Civic Knowledge is 39.5%. In contrast, the rest is influenced by other variables.
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Xu, Xingxing. "Meta-universe Empowers the Innovative Development Mechanism of the Ideological Education in Colleges and Universities." Journal of Education and Educational Research 8, no. 3 (May 27, 2024): 395–98. http://dx.doi.org/10.54097/y3ek9q73.

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In the post-epidemic era, purely offline civic education makes students limited to desk-based learning, in which case the educated people do not receive education to a deep degree and lack of in-depth understanding of the content of civic education. Learning in the era of high-tech development gradually tends to be networked and digitalized, and the development of Civic and Political Education needs a new direction, and some features of the meta-universe fit the innovative development path of Civic and Political Education in colleges and universities at present, and meta-universe education will also become a major trend of learning in the future. As a new educational platform, metaverse can not only show the written text but also virtualize the background behind the text. Based on the concept and technological evolution of metaverse, we will discuss how metaverse can be applied to the Civics classroom in colleges and universities, what problems can be solved in the process of Civics education to promote the construction of Civics education in colleges and universities, and what is the future mode of development of metaverse Civics education.
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Blevins, Brooke, Karon Nicol LeCompte, and Michelle Bauml. "Developing students’ understandings of citizenship and advocacy through action civics." Social Studies Research and Practice 13, no. 2 (September 10, 2018): 185–98. http://dx.doi.org/10.1108/ssrp-02-2018-0009.

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PurposeIn the wake of the 2016 US presidential election and the political turmoil that has ensued since, the need to prepare youth as active, well-informed citizens is self-evident. Middle and high school students have the potential to shape public and political opinion and encourage others to engage in collective, grassroots civic efforts to enact positive change in their communities through social media and face-to-face communication (CIRCLE Staff, 2018). Action civics has emerged as a promising civic education practice for preparing young people for active and informed civic participation. By providing students with the opportunity to “engage in a cycle of research, action, and reflection about problems they care about personally while learning about deeper principles of effective civic and especially political action” (Levinson, 2012, p. 224). The paper aims to discuss these issues.Design/methodology/approachThis interpretive qualitative case study utilized Westheimer and Kahne’s (2004) citizen typology to examine 30 fifth through ninth graders’ conceptions of citizenship, civic action and advocacy as a result of their participation in an action civics inquiry project that took place during summer civics camps.FindingsFindings show that overall, students’ conceptions of citizenship remained relatively unchanged after participating in the summer civics camps; however, students did develop increased understanding of advocacy and were more readily able to identify the “root causes” of community issues.Originality/valueImplications of this study add to a small but growing body of literature on the outcomes of action civics programs and may inform the design and implementation of these kinds of programs.
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Clements, Estelle. "A conceptual framework for digital civics pedagogy informed by the philosophy of information." Journal of Documentation 76, no. 2 (December 25, 2019): 571–85. http://dx.doi.org/10.1108/jd-07-2019-0139.

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Purpose The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere. Design/methodology/approach Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education. Findings With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted. Originality/value The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.
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Dissertations / Theses on the topic "Civics"

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Lai, Paul F. "Civics English| Integrating Civics in Middle School English Language Arts Teaching." Thesis, University of California, Berkeley, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930491.

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English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call “Civics English.” In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team’s development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers’ expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English.

The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children’s storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions.

Integrating civics causes shifts in the teachers’ practices of literary study, writing, and classroom discussion, as they orient students’ learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers’ work, students’ language and activity, and the civic event’s efficacy as an English teaching focal point.

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Pagnotti, John Charles Jr. "The Effect of Civics-Based Video Games on Middle School Students' Civic Engagement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5366.

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Democratic theorists argue that democratic institutions thrive when the citizens of the society robustly participate in governance (Galston, 2004; Barber, 2001). A traditional indicator of democratic participation is voting in elections or referendums. However, democratic apologetics posit that humans need to be trained in democratic processes in order to be democratic citizens (Dewey, 1916; Gutmann, 1990; Sehr, 1997; Goodlad, 2001). Citizens need to know not only the protocol of participation, they also need to be trained in the processes of mind (Dewey, 1916; 1927). Educational systems in this country have been the traditional place where democratic training has been vested (Spring, 2001). It seems, though, that the methods that educators are using to train young people fail to meet this challenge as voting rates among the youngest citizens (under 30) have never been higher than slightly more than half of eligible voters in the age group. To remedy this situation, Congress and several private civic-education organizations have called for changing curricular approaches to engage more youth. One such method that may hold promise is the use of video game technology. The current generation of youth has grown up in a digital world where they have been labeled “Digital Natives” (Prensky, 2001a). They are “tech savvy” and comfortable with their lives being integrated with various forms of digital technology. Significantly, industry research suggests that over 90% of “Digital Natives” have played a video game in the last 30 days, and business is booming to the level that video games pulled in more money than the movie industry did in 2008 (ESA, 2009). As early as the 1970s, educational researchers have looked at the use of video game technology to engage student learning; however, this research has been limited at best. More recently, educational scholars such as James Gee (2003; 2007) and Kurt Squire (2002; 2003; 2006) have sought to make the academic conversation more mature with regard to using video games as a classroom supplement. This study continues that conversation by using quantitative methods to investigate whether or not different groups of middle school students self-report a greater propensity to be civically engaged as a result of civic-themed video gameplay. The investigator collected data from middle school students who were given access to civic-themed video games to see if there were statistically significant differences in self-reported civic-engagement scores as a result of gameplay. This investigation was conducted at a large, urban middle school in the Southeast region of the United States.
ID: 031001528; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: William B. Russell III.; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 111-117).
Ph.D.
Doctorate
Education and Human Performance
Education; Social Science Education
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Chen, Sin-lok Angela. "A comparison of citizenship education in Hong Kong and Singapore." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2035373X.

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Parrott, Deborah, and Reneé C. Lyons. "Teaching Civics in the School Library." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2372.

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This session will encourage school librarians to consider the precepts of the book "Teaching Civics in the Library." Specifically, participants will be encouraged and shown how to utilize high-interest trade books and carefully evaluated websites to immediately integrate school librarianship and civics education. Participants will be introduced to carefully constructed questions eliciting civic discussion, as well as detailed civic action/service project suggestions, for all grade levels, along with civic-oriented reading promotion plans, collection development best practices, grant writing options, and extended units of learning. First, a brief discussion will ensue as to the role of a school librarian in creating civic-minded students pursuant to AASL Learning Standard 3. Next, participants will be introduced to methods and best practices associated with this role, as listed above, actually participating in a Socratic discussion based in award-winning children's literature (for purposes of modeling). Then, a smattering of projects, promotion plans, helpful organizations, and grant opportunities will be highlighted, along with an inquiry as to successful programming across the country. A Q and A session will provide additional information in association with the ideas which most highly piqued audience interest.
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Littenberg-Tobias, Joshua Simon. "Teaching Citizens: Exploring the Relationships Between Teacher Professional Learning, Interactive Civics, and Student Achievement on NAEP Civics." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104131.

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Thesis advisor: Laura M. O'Dwyer
Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examined the role of teachers in fostering students' civic knowledge and skills. This study used data from the 2010 National Assessment of Educational Progress (NAEP) 8th grade civics assessment to analyze the relationships between teacher participation in professional learning, use of interactive instructional practices, and student achievement in civics. Participation in professional learning significantly predicted both interactive instruction and student achievement: a one standard deviation increase in professional learning was associated with a predicted .32 standard deviation increase in interactive instructional practices, and a predicted .045 standard deviation increase in student achievement. There was no significant difference between more traditional and communities of practice based forms of professional development in their relationships with interactive instructional practices and student civic achievement. Interactive instructional practices were also significantly associated with increases in student achievement on NAEP civics, but the effect size was small: a one standard deviation increase in interactive instruction was related to a predicted .03 standard deviation increase in student achievement. Moreover, the relationship between interactive instruction and student achievement was curvilinear; high levels of interactive instruction were associated with decreases in student achievement. The study did not find any evidence that teacher participation in professional learning increased the effectiveness of interactive instructional practices
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement and Evaluation
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Fernandez-Ortiz, Claudia. "Student preparation for civic engagement in young adulthood." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Fernandez-Ortiz_CMITthesis2009.pdf.

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Huhta, Jiri. "Civics, institutions and economic performance in Tanzania /." Luleå, 2002. http://epubl.luth.se/1404-5508/2002/190.

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Turnage, Shane Alexander. "Virtual Civics - Digital Media in the Classroom." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/712.

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In an age where technology is advancing rapidly, young people are often the technology "natives" who understand and utilize its capabilities better than any other group in our society. Along with changing interaction models, youth are learning to "socialize" differently than any other generation has, absent face-to-face contact via digital interface. These types of connections are affecting America's political and social landscape by changing the way youth are orientated into our culture. Many adults complain about the "distractions" of texting, Facebook, and computer games. Yet, these "distractions" might also be a means to engage young people in civic life. Current research shows the power of these technologies to encourage and foster civic activity outside the traditional venues of schools and civic associations. Technology is also being explored in the classroom for its impact on student interest and performance, both academically and civically. Thus, incorporation of technologies into the classroom may be part of the answer to the declining youth participation in our democracy. This study examines the relationship between in-class use of digital media and measures of civic and political engagement. It utilizes logistic regression to interpret data from an assessment given to the 2008 graduating class at Central City High School (pseudonym). Analysis of this data shows that digital media use in the classroom has a positive effect on overall political knowledge, but leaves questions about its ability to affect students' civic capacity or civic commitment.
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Lyons, Reneé C. "A Rationale for Public Library Civics Instruction." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2415.

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Statistics bear out the dire need for civic education and engagement within our nation’s libraries, those free and “equalizing” institutions that traditionally afforded opportunities assisting in the development of civically astute individuals. Per our founding principles, libraries and librarians remain responsible for instituting programming that assists in the development of capable citizens who actively participate in political life, hence ensuring the perpetuation and positive evolvement of our governmental system and its resulting law. Public and school libraries must return to a targeted emphasis on the provision of services that develop critical thinking opportunities steeped in civic intent and purpose. Examples include civic-oriented instruction, debate, communication, service and public policy facilitation, and forum building.
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Mc, Cartney Michael. "Civics education and European identity / Samhällskunskapsundervisning och europeisk identitet." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29473.

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There is much debate over whether a common European identity or genuine citizenship can be created. A number of researchers claim that education can play a vital role in this area. The Swedish school curriculums also state that schools have a responsibility in this area. The purpose of my research was to find out if this was occurring in schools. I carried out an inquiry into the opinions and attitudes of students to civics education and European identity. I used a quantitative method of research which also allowed for expanded comments. The students I chose were not randomly selected and the survey questions allowed for in-depth responses. I chose civics education as my research area as it is best placed to educate students in this area. The perceptions of students to civics education and its relevance to the development of European citizenship and identity was compared to and analyzed with previous research. I also included two questions that were not specifically directed at civics but considered the school as a whole. My conclusion is that the majority of students perceive civics as being helpful in developing a sense of European identity. However, their understanding of European identity and citizenship is limited to a right to work and study elsewhere in Europe. There is a general lack of school projects that allow for students to learn with students from other European Union countries. Students have also not experienced being involved in community organizations and school projects that could further develop active citizenship. Their schooling is developing identification with a political community or sense of citizenship but not of a European social community.
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Books on the topic "Civics"

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Brown, Liz. Civics. New York: Weigl Publishers, 2008.

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Padilla, Amerina V. Civics. Edited by Ariate, Ma. Ima Carmela L., Malonzo Jennifer del Rosario-, and IBON Foundation. Quezon City, Philippines: Ibon Books, 2006.

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Padilla, Amerina V. Civics. Edited by Ariate, Ma. Ima Carmela L., Malonzo Jennifer del Rosario-, and IBON Foundation. Quezon City, Philippines: Ibon Books, 2006.

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Engle, Jayne, Julian Agyeman, and Tanya Chung-Tiam-Fook. Sacred Civics. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003199816.

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Engle, Jayne, Julian Agyeman, and Tanya Chung-Tiam-Fook. Sacred Civics. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003199816.

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S, Vincent William, and Holt, Rinehart, and Winston, inc., eds. American civics. Austin, Tex: Holt, Rinehart and Winston, 2003.

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Jack, MacFadden, Watt Jennifer, Aspen-Baxter Linda, and Simpson Shannon, eds. Civics now. Toronto, Ont: Thomson Nelson, 2006.

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Charles, Hawkes, and Sinfield Ivor, eds. Civics today. Toronto: Irwin Publishing, 2000.

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Hartley, William Harrison. American civics. Austin: Holt, Rinehart and Winston, 2005.

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Hartley, William Harrison. American civics. Austin: Holt, Rinehart and Winston, 1992.

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Book chapters on the topic "Civics"

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Shelton, Taylor. "Civics." In Digital Geographies, 250–59. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781529793536.n22.

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Duplass, James A. "Civics Education." In The Essence of Teaching Social Studies, 99–108. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-13.

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Thomson, Pat, and Christine Hall. "Beyond civics." In Debates in Art and Design Education, 31–44. Second edition. | Abingdon, Oxon ; New York, NY : Routledge,2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429201714-2.

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Pettman, Ralph. "Islamic Civics." In Reason, Culture, Religion, 103–14. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403982353_8.

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Brennan, Jason, and Peter Jaworski. "Selling Civics." In MARKETS WITHOUT LIMITS, 262–75. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003164425-26.

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Espiau, Gorka, and Itziar Moreno. "Basque Civics." In Sacred Civics, 204–12. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003199816-20.

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Espiau, Gorka, and Itziar Moreno. "Basque Civics." In Sacred Civics, 204–12. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003199816-20.

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Shields, Sara Scott, and Rachel Fendler. "Understanding Civics." In Developing a Curriculum Model for Civically Engaged Art Education, 3–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003199106-2.

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Chang, Fang-Jui “Fang-Raye”, and Indy Johar. "Radicle Civics—Unconstituting Society." In Sacred Civics, 226–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003199816-22.

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Chang, Fang-Jui “Fang-Raye”, and Indy Johar. "Radicle Civics—Unconstituting Society." In Sacred Civics, 226–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003199816-22.

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Conference papers on the topic "Civics"

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Vlachokyriakos, Vasillis, Clara Crivellaro, Christopher A. Le Dantec, Eric Gordon, Pete Wright, and Patrick Olivier. "Digital Civics." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2851581.2886436.

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DiSalvo, Carl, Tom Jenkins, and Thomas Lodato. "Designing Speculative Civics." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2858036.2858505.

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Roof, David. "Civics for Secondary Educators: Exploring Teachers' Civic Identity and Agency." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890740.

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Boehner, Kirsten, and Carl DiSalvo. "Data, Design and Civics." In CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2858036.2858326.

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DiSalvo, Carl. "Design Experiments in Civics." In TEI '19: Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294109.3305257.

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Predanocyova, Lubica. "UNIVERSITY TRAINING OF CIVICS TEACHER." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.085.

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Davis, Kylie, and Elana Shneyer. "Teaching Computational Thinking through Civics." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372636.

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Corbett, Eric, and Christopher A. Le Dantec. "Exploring Trust in Digital Civics." In DIS '18: Designing Interactive Systems Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3196709.3196715.

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Cazacu, Silvia, Nicolai Brodersen Hansen, and Ben Schouten. "Empowerment Approaches in Digital Civics." In OzCHI '20: 32nd Australian Conference on Human-Computer-Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3441000.3441069.

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LeCompte, Karon. "Action Civics in Rural Communities." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581921.

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Reports on the topic "Civics"

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Thompson, Charlie. State support for civic engagement. Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/878.726.

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Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history and critical race theory in schools. At the same time, Americans’ civics knowledge seems to be in a state of decline, with the first recorded drop in U.S. adults being able to name all three branches of government since 2016. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. As of 2018, 42 states required students to take a course in civics and government, with 8 of those states requiring a full year of civics and 19 states requiring a civics exam to graduate, often resembling the U.S. citizenship test. Two states, New Hampshire and Pennsylvania, allow local education agencies to develop locally determined assessments of students’ civics knowledge or else require that students take the U.S. citizenship test. A growing number of states are encouraging civic learning and acknowledging that students can be active participants in civic life. This report describes how 10 states are implementing policies that increasingly support a new approach to civics education that engages students in inquiry, civic reasoning, and civic action.
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Groarke, Sarah, Michał Polakowski, Emma Quinn, and Frances McGinnity. Supporting integration? International practices on civics and language requirements linked to naturalisation: policy implications for Ireland. ESRI, September 2020. http://dx.doi.org/10.26504/bkmnext398.

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James Francfort, Donald Karner, Ryan Harkins, and Joseph Tardiolo. Hybrid Electric Vehicle End-Of-Life Testing On Honda Insights, Gen I Civics And Toyota Gen I Priuses. Office of Scientific and Technical Information (OSTI), February 2006. http://dx.doi.org/10.2172/911275.

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Wandeler, Christian, and Steve Hunt. The Fresno State Transportation Challenge. Mineta Transportation Institute, January 2022. http://dx.doi.org/10.31979/mti.2022.2009.

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The Fresno State Transportation Challenge uses an action civics approach to support K-12 students in developing transportation-related projects that have a positive impact on the community. In 2020 the goal was to expand, refine, and create structures to sustain the implementation of the Transportation Challenge across subsequent years. As a result of the COVID pandemic, the process and goals of the project were adapted. The project was extended into April 2021 and was entirely conducted through remote participation. The focus was on two high schools. The expansion into the high school age bracket was successful and the experience with these two projects will allow for easier expansion in additional high schools in the future. One high school focused on the topic of active mobility, specifically biking, and addressed the challenge of how to get more students to bike to school. The other high school combined the transportation challenge with an economic vitalization project. The students were asked to also develop a modern transportation concept. Both projects exposed high school students to the topic of transportation and expanded awareness of transportation careers. Students also developed important competencies in the domains of problem solving, collaboration, communication, and leadership.
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Milano, Flavia. CIVICA: Vol. 1, No. 1, 2021. Inter-American Development Bank, January 2021. http://dx.doi.org/10.18235/0003015.

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Tendencias y datos duros relacionados a temas civicos complejos. Los cambios de malestar social y tendencias de polarizacion asi como las oportundiades de innovacion nacen de conocer "que le duele" a la ciudadania. La velocidad de cambios de gobernanza publica donde la percepcion de la gente crea realidades, en un mundo hiperconectado, CIVICA se propone como una fuente de reflexion para contribuir a procesos de toma de decisiones incluyentes.
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Anderson, Colin, Anderson, Colin, Rosie McGee, Niranjan Nampoothiri, John Gaventa, Salvador Forquilha, Zikora Ibeh, Victoria Ibezim-Ohaeri, et al. Navigating Civic Space in a Time of Covid: Synthesis Report. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/a4ea.2021.002.

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Since long before the Covid-19 pandemic emerged in 2020, civic space has been changing all over the globe, generally becoming more restricted and hazardous. The pandemic brought the suspension of many fundamental freedoms in the name of the public good, providing cover for a deepening of authoritarian tendencies but also spurring widespread civic activism on issues suddenly all the more important, ranging from emergency relief to economic impacts. Research partners in the Action for Empowerment and Accountability (A4EA)'s Navigating Civic Space in a Time of Covid project have explored these dynamics through real-time research embedded in civil society in Mozambique, Nigeria, and Pakistan, grounded in a close review of global trends.
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Martin, Chris A., and Kaylee R. Colter. Phoenix Civic Space Park. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0750.

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Athanson, John W., James A. Taylor, William F. Diehl, Jr Summers, MacNevin Harry G., and Ken. Civic Action in SOUTHCOM. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada163540.

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Haertel, Kateryna. ECMI Minorities Blog. Ukraine’s National Minorities Trapped by the War: The Cases of Ethnic Romanians and Hungarians. European Centre for Minority Issues, May 2022. http://dx.doi.org/10.53779/cmxx5297.

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In this blog entry, the author continues looking into the effects of the war against Ukraine on its minority communities, by highlighting the cases of two minorities with traditional residence areas in the western part of the country - ethnic Romanians and Hungarians. The author concludes that both minorities, either through the engagement of their civil society, religious, and educational institutions or individuals, have become a well-integrated part of an overall civil society architecture in western Ukraine emerging during the war. Moreover, all-Ukrainian civic identity features prominently in relation to both communities.
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Scartascini, Carlos, and Razvan Vlaicu. Civic Engagement in the Americas. Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0001042.

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