Sentences with phrase «of civic skills»

The household survey also asked respondents whether they feel that they could use two of the civic skills learned inside the classroom elsewhere.

An index of civic skills was created to test for systematic differences across the five types of schools.

Not exact matches

As a matter of civic health and social cohesion, the people we allow to work in the U.S., whatever their country of origin and whatever their skill level, should be invited as future citizens rather than as units of labor.

Indirectly (and directly, as in 18:1 - 27) Moses is indebted for his administrative skills, civic and religious, to Jethro, priest of Midian.

Participating in a civic organization such as the Boy Scouts or Girl Scouts will help your child learn new skills, develop a sense of responsibility, and enjoy outdoor sports and other outdoor activities.

Blevins and LeCompte found that teachers serve as important gatekeepers in determining how civics education is taught in their classrooms, including moving towards an environment that «embraces the skills of today's digital natives.»

«The developmental skill, executive function, and engagement in classroom - based play are not only important for being «school - ready,» but also may be unique pathways to becoming «civic ready» for children growing up in the context of poverty in America.»

The scholars tackled the question of «civic online reasoning» because there were few ways to assess how students evaluate online information and to identify approaches to teach the skills necessary to distinguish credible sources from unreliable ones.

At the same time, the students of the Facing History teachers demonstrated significantly greater historical thinking skills, civic efficacy, and tolerance for others with different views than control students.

Although not included in the list would be this bonus tip: let your students and their parents know that you will be tackling these tough issues with as little bias as possible and the goal of increasing civic participation and argument skills.

More recently, Judith Torney - Purta's analysis of the International Association for the Evaluation of Educational Achievement's civics assessment (given to 90,000 14 - year - olds in 28 countries) found that civics instruction correlates, controlling for demographic factors, with improved civics knowledge, skills, and attitudes.

Another part of civic education is the opportunity to acquire skills: of communication; for conflict resolution; organization; also skills around getting information and organizing it, managing it for the cause one is working for, and so on.

Civics can also teach students «how to get and interpret good information about what's going on in the world,» a skill especially important in an era where claims of fake news (and «real» fake news) surround us.

Exposing our students to the powerful words and images of Maya Angelou's poetry builds their skills in reading, character education, vocabulary, civics, history, and humanity.

Our literature reviews and longitudinal analyses of 9 countries found out that a number of socio - emotional skills including self - esteem, self - efficacy and sociability consistently played an important role in people's lives (e.g., college completion, job outcomes, health and civic engagement) across countries.

The students were judged the best in such categories as understanding «the importance of civic engagement in a democratic society» and using «technological skills to enhance the value of their projects» by a panel including CEOs of large businesses such as Walgreens and Radio Shack, as well as members of the educational and civic communities.

In CFE v. New York, Judge Leland DeGrasse ruled that an adequate education included the «foundational skills that students need to become productive citizens capable of civic engagement and sustaining competitive employment,» the «intellectual tools to evaluate complex issues, such as campaign finance reform, tax policy, and global warming,» the ability to «determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud.»

The third is a measure of whether students feel confident that they could actually use their civic skills outside of the classroom.

The second, acquiring «civic skills» in the classroom, is a measure of what students have learned to prepare them to be civically engaged in the future.

«Through Portrait of a Tyrant, students will experience how to identify societal grievances, craft solutions, and argue for change — skills at the core of civic agency.»

14, are developing Girls Thinking Global, a network connecting organizations around the world that focus on the education, health, life - skills training, and civic engagement of adolescent girls.

He is co-founder and executive director of iCivics, a nonprofit organization that offers games and other interactive resources to help students acquire civic skills.

It seeks to develop the kinds of civic virtues and skills that can empower all citizens and, through them our social institutions, to play leading roles in the transition to sustainability.

Here Paige's political skills and knowledge of the community were crucial; he avoided any conflicts on which civic elites would side with the union.

While the core academic subjects are still very important, themes of global awareness, economic and civic literacy, and life skills need to be incorporated into curricula.

In an essay that is sure to provoke both those who want schools to advance patriotic values and those who preach social change, Murphy argues that public schools should focus on teaching students the knowledge and skills necessary to be intellectually engaged citizens, while remaining neutral on questions of civic values.

Of the many academically rigorous projects Build SF offers in urban sociology and civic and architectural design, we've chosen the golf - course project as a fun and manageable way to emphasize math, design, and twenty - first - century learning skills through project learning.

In Australia, for example, the National Assessment Programme (NAP) tests students» skills and understanding in a number of areas including «Civics and Citizenship».

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

And the political discourse and civic experiences of the next generation might reflect a depth that skills alone can not impart, but which knowledge shared and held in common, can begin to foster.

«To fulfill the promise of digital citizenship, Americans must acquire multimedia communication skills and know how to use these skills to engage in the civic life of their communities,» she writes.

Interestingly, Kahne's study found that even mainstream online role - playing games (such as World of Warcraft) that don't contain explicit social messages can still have a civic dimension because they encourage players to work collaboratively, hone negotiating skills, and provide opportunities for more experienced players to guide the newbies.

When it comes to civics and citizenship education, they found the three aims principals considered to be most important were: promoting students» critical and independent thinking (64 per cent); promoting students» knowledge of citizens» rights and responsibilities (61 per cent); and, developing students» skills and competencies in conflict resolution (44 per cent).

University of Southern California media scholar Henry Jenkins describes how educators might fuel civic engagement by tapping the skills their students build in interest - driven online communities.

University of Southern California media scholar Henry Jenkins describes how educators might fuel civic engagement by tapping the skills their students develop in interest - driven online communities.

Our lesson designs and assessments must support our primary goal: that these discussions lead students to increased autonomy in sustaining classroom conversations as part of everyday practice so that they can leverage these skills and dispositions to become actively engaged and productive participants in our national civic discourse.

Children should be encouraged to read, write, perform arithmetic, better understand the world around them in terms of civics, science, and the arts, and, of course, develop their people skills — their emotional intelligence.

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Civics and Citizenship Education (CCE) promotes student participation in Australia's democracy by equipping them with the knowledge, skills, values and dispositions of active and informed citizenship.

school vouchers, non-cognitive skills, conscientiousness, political tolerance, self - esteem, locus of control, civic values

American eighth graders continue to demonstrate lackluster knowledge and skills when asked basic questions about U.S. history, geography, and civics, with between 18 and 27 percent of students scoring proficient or higher, new data show.

Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy.

This report examines the short - term effects of the Louisiana Scholarship Program (LSP) on students» non-cognitive skills and civic values.

While a growing number of studies have evaluated K - 12 school voucher programs along academic dimensions, few have focused on the development of non-cognitive skills and civic values.

Increasingly, courts are defining the constitutional standard for education in terms of the skills and knowledge students need for effective civic engagement.

Every state needs a coherent set of challenging academic standards and curricular guidelines, subject by subject and grade by grade, standards that are not confined to basic skills and the «3 R's» but that incorporate such other vital studies as history, science, geography, civics, and literature.

In these service projects these students were gaining and demonstrating important competencies for life, for work and for civic engagement: compassion, empathy, imagination, complex thinking, the capacity to understand social challenges, the skills to identify a point of entry to address them, and the courage, commitment and skills to implicate themselves and to collaborate across several dimensions of difference in constructing a solution.

Good principals know the importance of providing opportunities for students to reach greater levels of learning, or «deeper learning» — an umbrella term for the skills and knowledge that students must have to succeed in 21st century jobs and civic life.

James S. Rickards High School (Tallahasse, Fl) uses PeaceJam to instill civic engagement, peacemaking skills, and the understanding of social justice issues in its students.

Studying the Holocaust and human behavior allows students to wrestle with profound moral questions raised by this history while fostering their skills in ethical and moral reasoning, critical analysis, empathy, and civic engagement — all of which are critical habits of mind for sustaining democracy.