Teaching Tolerance in a Globalized World [electronic resource] /
edited by Andrés Sandoval-Hernández, Maria Magdalena Isac, Daniel Miranda.
- 1st ed. 2018.
- VII, 138 p. 19 illus. online resource.
- IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 4 2366-1631 ; .
- IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 4 .
1. Teaching Tolerance in a Globalized World: An Introduction -- 2. How Do We Assess Civic Attitudes Toward Equal Rights? Data and Methodology -- 3. Measurement Model and Invariance Testing of Scales Measuring Egalitarian Values in ICCS 2009 -- 4. Influence of Teacher, Student and School Characteristics on Students’ Attitudes Toward Diversity -- 5. School Segregation of Immigrant Students- 6. The Role of Classroom Discussion -- 7. The Political Socialization of Attitudes Toward Equal Rights from a Comparative Perspective -- 8. Teaching Tolerance in a Globalized World: Final Remarks -- Appendix.
Open Access
This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.
9783319786926
10.1007/978-3-319-78692-6 doi
Assessment.
International education .
Comparative education.
Educational policy.
Education and state.
Assessment, Testing and Evaluation.
International and Comparative Education.
Educational Policy and Politics.
LC5225.A75 LB2822.75
371.26
1. Teaching Tolerance in a Globalized World: An Introduction -- 2. How Do We Assess Civic Attitudes Toward Equal Rights? Data and Methodology -- 3. Measurement Model and Invariance Testing of Scales Measuring Egalitarian Values in ICCS 2009 -- 4. Influence of Teacher, Student and School Characteristics on Students’ Attitudes Toward Diversity -- 5. School Segregation of Immigrant Students- 6. The Role of Classroom Discussion -- 7. The Political Socialization of Attitudes Toward Equal Rights from a Comparative Perspective -- 8. Teaching Tolerance in a Globalized World: Final Remarks -- Appendix.
Open Access
This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed. Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.
9783319786926
10.1007/978-3-319-78692-6 doi
Assessment.
International education .
Comparative education.
Educational policy.
Education and state.
Assessment, Testing and Evaluation.
International and Comparative Education.
Educational Policy and Politics.
LC5225.A75 LB2822.75
371.26