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dc.contributor.authorAta, Atakan
dc.date.accessioned2017-03-23T04:30:22Z
dc.date.available2017-03-23T04:30:22Z
dc.date.issued2016-08
dc.identifier.otherata_atakan_201608_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/ata_atakan_201608_phd
dc.identifier.urihttp://hdl.handle.net/10724/36597
dc.description.abstractThis qualitative case study examined middle school teachers’ beliefs about school and external level factors that fostered or impeded students’ civic skills development. From the literature, civic skills are categorized for students and their ability to critique, communicate, and collaborate. Recent school reforms have placed emphasis on testing, often affecting the amount of time teachers might have to teach students the application and the integration of the skills needed to foster civic skills. Findings of this study revealed that collaboration among teachers, time for instructional planning, and parental involvement were influential factors that helped teachers promote civic skills to their students. On the other hand; tests, lack of parental involvement, and traditional practices in teacher observation were found to be factors that impeded teachers’ efforts in the promotion of students’ civic skills. Other factors and implications were also discussed.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectDemocracy
dc.subjectcivic engagement
dc.subjectskills and knowledge
dc.subjectpublic schools
dc.subjectcase study
dc.titleFostering students’ civic skills
dc.title.alternativeteachers’ perspectives about school and external level factors
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Administration and Policy
dc.description.advisorJohn Dayton
dc.description.committeeJohn Dayton
dc.description.committeeSally J. Zepeda
dc.description.committeeGayle Andrews


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