Schools of Choice as Civic Sites: Exploring Teacher Pedagogical Practices and Other Factors That Enhance Civic Learning Opportunities

• In Event: Equitable Access and Opportunity in Schools of Choice

Abstract

The proposed paper utilizes teacher and student data from the 2014 U.S. National Assessment for Education Progress 8th grade Civics test (NAEP-Civics8) to explore the relationship between teacher pedagogical practices and other factors (i.e., teacher credentials, teacher professional characteristics, individual traits, and teachers’ education preparation pathways) that support student short term civic outcomes and access to civic learning opportunities in schools of choice. This study revealed some aspects of teacher pedagogical practice and other limited factors that support student short- term civic outcomes and access to civic learning in these settings. School variance (i.e., schools of choice) did influence not only teacher pedagogical practice but also student access to civic learning opportunities.

Authors

• Chrystal S. Johnson, Purdue University

• Chenchen Lu, Purdue University

• Godwin Gyimah, University of Montana

• Razak Kwame Dwomoh, Northern Illinois University