International civic and citizenship education study - iccs - IEA

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Czech Republic Petr Soukup Institute for Information on Education Denmark Jens Bruun The Danish University of Education, Department of Educational Anthropology Dominican Republic Julio Leonardo Valeirón Ureña Evaluación y Control de la Calidad de la Educación, Secretaría de Estado de Educación England Julie Nelson National Foundation for Educational Research Estonia Anu Toots Tallinn University Finland Pekka Kupari Institute for Educational Research, University of Jyväskylä Greece Georgia Polydorides Department of Early Childhood Education Guatemala Luisa Muller Durán SINEIE—Ministerio de Educación Hong Kong SAR, China Wing-On Lee Hong Kong Institute of Education Indonesia Diah Haryanti Balitbang Diknas, Depdiknas Republic of Ireland Jude Cosgrove Educational Research Centre, St Patrick’s College Italy Genny Terrinoni INVALSI Republic of Korea Tae-Jun Kim Korean Educational Development Institute (KEDI) Latvia Andris Kangro Faculty of Education and Psychology, University of Latvia Liechtenstein Horst Biedermann Universität Freiburg, Pädagogisches Institut Lithuania Zivile Urbiene National Examination Center 58 ICCS ASSeSSment FrAmework
Luxembourg Joseph Britz Ministère de l’Éducation nationale Malta Raymond Camilleri Department of Planning and Development, Education Division Netherlands M. P. C. van der Werf GION, University of Groningen New Zealand Sharon Cox Comparative Education Research Unit, Ministry of Education Norway Rolf Mikkelsen University of Oslo Paraguay Agustina Solamía Burgos Dirección General de Desarrollo Educativo, Ministerio de Educación y Cultura Poland Krzysztof Kosela Institute of Sociology, University of Warsaw Russia Peter Pologevets Institution for Education Reforms of the State University Higher School of Economics Slovak Republic Ervin Stava Department of Educational Measurements, National Institute for Education Slovenia Marjan Simenc University of Ljubljana Spain Rosario Sánchez Instituto de Evaluación, Ministerio de Educación y Ciencia Sweden Fredrik Lind The Swedish National Agency for Education (Skolverket) Switzerland Fritz Oser Universität Freiburg, Pädagogisches Institut Thailand Siriporn Boonyananta The Office of the Education Council, Ministry of Education Somwung Pitiyanuwa The Office for National Education Standards and Quality Assessment ICCS ASSeSSment FrAmework 59
Page 1 and 2:
International Civic and Citizenship
Page 3 and 4:
International Civic and Citizenship
Page 5 and 6:
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 and 58: Torney, J., Oppenheim, A. N., & Far
Page 59: The ICCS project advisory committee
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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