International civic and citizenship education study - iccs - IEA

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Appendices APPENDIX A: INSTITUTIONS AND STAFF The international study center and its partner institutions The international study center is located at the Australian Council for Educational Research (ACER) and serves as the international study center for ICCS. Center staff are responsible for the design and implementation of the study in close co-operation with the center’s partner institutions NFER (National Foundation for Educational Research, Slough, United Kingdom) and LPS (Laboratorio di Pedagogia Sperimentale at the Roma Tre University, Rome, Italy) as well as the IEA Data Processing and Research Center (DPC) and the IEA Secretariat. Staff at ACER John Ainley, project coordinator Wolfram Schulz, research director Julian Fraillon, coordinator of test development and the Asian regional module Naoko Tabata, project researcher Tim Friedman, project researcher Staff at NFER David Kerr, associate research director Joana Lopes, senior research officer Staff at LPS Bruno Losito, associate research director Gabriella Agrusti, project researcher The International Association for the Evaluation of Educational Achievement (IEA) IEA provides overall support in coordinating ICCS. The IEA Secretariat in Amsterdam, the Netherlands, is responsible for membership, translation verification, and quality control monitoring. The IEA Data Processing and Research Center (DPC) in Hamburg, Germany, is mainly responsible for sampling procedures and the processing of ICCS data. Staff at the IEA Secretariat Hans Wagemaker, executive director Barbara Malak, manager membership relations Jur Hartenberg, financial manager Staff at DPC Heiko Sibberns, co-director Dirk Hastedt, co-director Falk Brese, ICCS coordinator Michael Jung, researcher Olaf Zuehlke, researcher (sampling) Sabine Meinck, researcher (sampling) 56 ICCS ASSeSSment FrAmework
The ICCS project advisory committee (PAC) PAC has, from the beginning of the project, advised the international study center and its partner institutions during regular meetings. PAC also reviewed draft versions of the assessment framework and the instruments. PAC members John Ainley (chair), ACER, Australia Barbara Malak, IEA Secretariat Heiko Sibberns, IEA Technical Expert Group John Annette, University of London, United Kingdom Leonor Cariola, Ministry of Education, Chile Henk Dekker, University of Leiden, the Netherlands Bryony Hoskins, Center for Research on Lifelong Learning, European Commission Rosario Jaramillo F., Ministry of Education, Colombia Judith Torney-Purta, University of Maryland, United States Lee Wing-On, Hong Kong Institute of Education, Hong Kong SAR, China Christian Monseur, University of Liège, Belgium The ICCS sampling referee Jean Dumais from Statistics Canada in Ottawa is the sampling referee for the study. He has provided invaluable advice on all sampling-related aspects of the study. National research coordinators The national research coordinators (NRCs) play a crucial role in the development of the project. They provided policy- and content-oriented advice on the development of the assessment framework and instruments and are responsible for the implementation of ICCS in participating countries. Austria Günther Ogris SORA Institute for Social Research and Analysis, Ogris & Hofinger GmbH Belgium (Flemish) Saskia de Groof Center of Sociology, Research Group TOR, Free University of Brussels (Vrije Universiteit Brussel) Bulgaria Svetla Petrova Center for Control and Assessment of the Quality in Education, Ministry of Education and Science, Bulgaria Chile Catalina Covacevich Unidad de Curriculum y Evaluación, Ministerio de Educación Chinese Taipei Meihui Liu Taiwan Normal University, Department of Education Colombia Margarita Peña Instituto Colombiano para el Fomento de la Educación Superior (ICFES) Cyprus Mary Koutselini University of Cyprus, Department of Education ICCS ASSeSSment FrAmework 57
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International Civic and Citizenship
Page 3 and 4:
International Civic and Citizenship
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Contents Preface 5 Overview 7 Purpo
Page 7 and 8: Preface The International Associati
Page 9 and 10: Overview Purpose of the study The p
Page 11 and 12: Developments in the research of civ
Page 13 and 14: An important feature of ICCS is the
Page 15 and 16: citizenship content in three domain
Page 17 and 18: Structure of the affective-behavior
Page 19 and 20: Civil institutions Civil institutio
Page 21 and 22: Content Domain 2: Civic principles
Page 23 and 24: Co-operation/ The concept that comm
Page 25 and 26: Students’ beliefs in citizenship
Page 27 and 28: Attitudes toward one’s nation: Th
Page 29 and 30: Civic and citizenship cognitive dom
Page 31 and 32: Table 1: Relationship between cogni
Page 33 and 34: The (single-headed) arrow between a
Page 35 and 36: To capture these basic differences,
Page 37 and 38: School questionnaire data on the co
Page 39 and 40: School characteristics and resource
Page 41 and 42: discipline. In addition, one option
Page 43 and 44: Student questionnaire data on the c
Page 45 and 46: Organisation, 1990), which in turn
Page 47 and 48: esponses can also be influenced by
Page 49 and 50: The coverage of framework domains T
Page 51 and 52: Reporting on the contextual scales
Page 53 and 54: References Almgren, E. (2006). Att
Page 55 and 56: Lauglo, J., & Øia, T. (2006). Educ
Page 57: Torney, J., Oppenheim, A. N., & Far
Page 61 and 62: Luxembourg Joseph Britz Ministère
Page 63 and 64: Example Items 2 and 3 Example Items
Page 65 and 66: Example Item 5 Example Item 5 is on
Page 67: This document outlines the framewor
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