Value Added: Schools, Teacher Pedagogical Practice, and Curricula as Predictors of Civic Learning Outcomes and Opportunities (Poster 42)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Guiding Growth: Creating Engaged and Adaptable Learners for a New Tomorrow

Abstract

This study investigates the impact of school types, teacher pedagogical practices, and curricula on civic learning outcomes using 2014 and 2018 NAEP-Civics Grade 8 data. The analysis includes teacher and student demographics, teacher credentials, and instructional approaches. Results indicate that private school students significantly outperform those in charter and traditional public schools in civic knowledge and skills. Additionally, teacher pedagogical practices such as debate and non-traditional assessments correlate with higher civic scores. The findings underscore the necessity for targeted interventions to mitigate disparities and enhance civic education across diverse educational settings.

Authors

• Chrystal S. Johnson, Purdue University

• Godwin Gyimah, University of Montana