University of Oslo Workshops June 29-30 Conference July 1-3 ...

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Track C CIVED/ICCS - Session 6 Influences on Civic Education and Achievement across Countries 3 July 15:30-17:30 Room: AK 2138 Chair: Bruno Losito Discussant: Carolyn Barber Explaining Differences in Civic Knowledge across 38 Countries Wolfram Schulz, Australian Council for Educational Research, Australia Julian Fraillon, Australian Council for Educational Research, Australia Eva van de Gaer, Australian Council for Educational Research, Australia John Ainley, Australian Council for Educational Research, Australia The IEA International Civic and Citizenship Education Study studied the ways in which young people in lower secondary schools are prepared to undertake their roles as citizens in a wide range of countries in Europe, Latin America, and the Asian-Pacific region. A central aspect of the study was the assessment of student knowledge about a wide range of civic and citizenship-related issues. This paper includes analyses that use a multi-level model to explain differences in civic knowledge on the basis of student characteristics, home background and school contexts. In addition, the analyses in this paper include a consideration of factors characterizing educational systems that may explain differences among countries as well as differences in within-country effects of student- or classroomlevel variables. The analyses in this paper are based on data from approximately 140,000 students from 38 countries and comprise measures of student knowledge, attitudes, behaviors, and student background. Additional contextual data were collected using surveys of principals and teachers of the sampled schools and an online national contexts survey. Keywords: ICCS; civic education; comparative analysis; multi-level modeling Adolescent Civic Engagement in Australia and the United States: The Role of Communities of Practice Robert Croninger, University of Maryland, College Park, USA Gary Homana, Brandeis University, USA Judith Torney-Purta, University of Maryland, College Park, USA This study examines the relationship between socio-cultural dimensions of communities of practice and adolescent capacities for civic engagement in Australia and the United States using items from the 1999 Civic Education Study (Torney-Purta, Lehmann, Oswald & Schulz, 2001). Utilizing a refined notion of communities of practice, this paper analyzes the relationship of two dimensions of communities of practice—the discourse community and the participatory community and civic knowledge and expectations for informed voting. The study also examines the extent to which the various dimensions of communities of practice are related to more equitable civic outcomes, and how these 74
associations vary in the two countries. This analysis employs HLM, a multilevel modeling technique that allows for individual- and school-level predictors to be used simultaneously in the analysis of an outcome, and it allows for interactions between student- and schoollevel variables to be examined. Keywords: communities of practice; socio-cultural; civic engagement; citizenship education; comparative international education Assessing Student's Cognitive Content and Process Skills in IEA CIVED: A Cross-country Analysis Ting Zhang, University of Maryland, College Park, USA Judith Torney-Purta, University of Maryland, College Park, USA This study used a cognitive diagnostic modelling approach to compare the civic education achievement of 14-year-olds from the IEA CIVED assessment across samples of three countries. Four cognitive attributes describing the content and skills were identified underlying the CIVED test items. Based on mastery of each attribute, students of three countries were classified into different four cognitive profiles. Differences among the countries were found in patterns of attribute achievement. Hong Kong students were strong in basic conceptual knowledge, but weak in advanced analyzing and synthesizing skills. The U.S. students were strong in the analyzing and synthesizing skills and deficient in the advanced conceptual knowledge. Evidence from the cognitive profiling supported the hypothesis that basic conceptual knowledge is prerequisite for more advanced conceptual knowledge/reasoning and for skills. Keywords: CIVED; cognitive content and processing skills; cognitive diagnostic modelling 75
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Program Workshops June 29-30 Confer
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The 4th IEA International Research
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Paper Proposal Review Committee Con
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PRE-CONFERENCE WORKSHOPS Analyzing
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Workshop 3: Assessment Designs, Ite
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1st Day, Parallel Sessions 10.30-12
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1st Day, Parallel Sessions 16.00-18
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2nd Day, Parallel Sessions 10.00-12
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2nd Day, Parallel Sessions 15.30-17
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3rd Day, Parallel Sessions 10.00-12
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Track A TIMSS - Session 1, School E
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the opportunity to conduct secondar
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Page 36 and 37: Track A TIMSS - Session 4 Textbooks
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Page 50 and 51: Exploring Local Item Dependency for
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Page 54 and 55: Track B PIRLS - Session 4 Instructi
Page 56 and 57: and teacher competence. At the with
Page 58 and 59: mathematics topics (6 in algebra, 5
Page 60 and 61: The Impact of Missing Data on Subgr
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Page 80 and 81: NOTES 76
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Page 89 and 90: PRACTICAL INFORMATION 85
Page 91 and 92: Pedagogen Hus A, Västra Hamngatan
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