International civic and citizenship education study - iccs - IEA

The student questionnaire includes items that are used to obtain scales reflecting the learning
context of students:
• Students’ perceptions of student–teacher relationships at school
• Students’ perceptions of open classroom climate for discussion
• Students’ perceptions of student influence on decisionmaking at school
• Students’ reports of discussion of political and social issues with parents and peers.
The teacher questionnaire includes items that are used to obtain scales reflecting the following
teacher perceptions of the school environment:
• Teachers’ personal participation in activities outside school
• Teachers’ participation in school governance
• Teachers’ perceptions of student activities in the community
• Teachers’ perceptions of student influence at school
• Teachers’ perceptions of social problems at school.
The teacher questionnaire includes items that are used to obtain scales reflecting the following
teacher perceptions of school and classroom climate:
• Teachers’ perceptions of students’ sense of belonging to the school
• Teachers’ perceptions of student participation in class activities
• Teachers’ perceptions of student participation in class discussion
• Teachers’ perceptions of classroom climate.
The international option included in the teacher questionnaire includes items that are used
to obtain a scale reflecting teachers’ perceptions of how civic and citizenship education is
implemented at the school level:
• Teachers’ reports on the use of traditional teaching methods in civic and citizenship education
• Teachers’ reports on the use of active teaching and learning in civic and citizenship education.
The school questionnaire includes items that are used to obtain scales reflecting principals’
perceptions of the school environment:
• Principals’ perceptions of school autonomy in management
• Principals’ perceptions of school autonomy in educational planning
• Principals’ perceptions of teacher participation in school governance
• Principals’ perceptions of student opportunities to participate in community activities
• Principals’ perceptions of parents’ participation in school life
• Principals’ perceptions of student influence at school
• Principals’ perceptions of student behavior at school
• Principals’ perceptions of teachers’ sense of belonging to the school
• Principals’ perceptions of students’ sense of belonging to the school
• Principals’ perceptions of non-teaching staff ’s sense of belonging to the school
• Principals’ perceptions of social tension in the local community
• Principals’ perceptions of social problems at school.
50 ICCS ASSeSSment FrAmework