Teaching civics :: a manual for secondary education teachers.
Around the world, teaching civics is our most practical tool for learning about democracy. In Germany, the art of civics education is constantly being reconsidered and revised, in part because of the country's history and the widespread awareness in German society of the dangers posed by educat...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
[Place of publication not identified] :
Barbara Budrich,
2015.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Around the world, teaching civics is our most practical tool for learning about democracy. In Germany, the art of civics education is constantly being reconsidered and revised, in part because of the country's history and the widespread awareness in German society of the dangers posed by education failing to do its job. The aim of this book is to provide educators with a varied and theoretically robust repertoire of professional strategies that are grounded in the social sciences. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9783847408512 3847408518 |
Internformat
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| 100 | 1 | |a Reinhardt, Sibylle. | |
| 245 | 1 | 0 | |a Teaching civics : |b a manual for secondary education teachers. |
| 260 | |a [Place of publication not identified] : |b Barbara Budrich, |c 2015. | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover -- Teaching Civics -- Table of Contents -- Preface to the English Edition -- Part I -- Foundations -- 1 The Civics Teacher: Pro and Professional -- 1.1 The profession of teaching -- 1.2 Principles for teaching civics -- 2 Responsible Citizens: The Goals of Civic Education -- 2.1 Civic education as general education -- 2.2 Skills in civic education -- 2.3 Competencies -- 2.4 Standards -- 2.5 Cognitive structure and complexity -- 2.6 The Beutelsbach Consensus -- 2.7 May civics teachers express their political views in the classroom? Should they? -- 3 Youth and Politics. | |
| 505 | 8 | |a 3.1 Developmental stages -- 3.2 Political socialization -- 3.3 Interest in politics -- 3.4 Understanding politics -- Dealing with conflict -- 3.5 Trajectories of civic education and socialization -- 3.6 Misunderstanding as an essential part of civic learning -- 3.7 Implications: what does this mean for teachers? -- 3.8 Research on high school students' notions of political concepts -- 4 Learning Democracy -- 4.1 Democracy in school life -- 4.2 Democracy in the classroom -- 4.3 Intersubjective recognition at school -- 4.4 Democratic education -- Part II -- Teaching Civics: Principles and Methods. | |
| 505 | 8 | |a 5 The Conflict-Based Approach -- 5.1 What is a conflict? -- 5.2 Dealing with conflict -- 5.3 The method: conflict analysis -- Summary -- 6 The Problem-Based Approach -- 6.1 What is a problem? -- 6.2 Working on problems -- 6.3 The method: problem studies -- Summary -- 7 The Action-Based Approach -- 7.1 What is action? -- 7.2 Dimensions of action -- 7.3 Methods: projects, citizens' initiatives -- Summary -- 8 Case Teaching -- 8.1 What is a case? -- 8.2 Individual cases and universality -- 8.3 The methods: case analyses, case studies -- Summary -- 9 The Future-Based Approach. | |
| 505 | 8 | |a 9.1 What is the future? -- 9.2 The future and sustainability -- 9.3 The methods: simulation games, future workshops, scenario planning -- Summary -- 10 Moral and Political Judgment -- 10.1 Morality and politics -- 10.2 Analyzing and judging -- 10.3 The methods: political decision making, the dilemma method -- Summary -- 11 The Genetic Method in Civic Education:Becoming an Active Citizen -- 11.1 What is genesis? -- 11.2 The role of the social sciences -- 11.3 The method: establishing a society -- Summary -- Afterword to Part II -- Overview: Principles for teaching civics. | |
| 505 | 8 | |a Part III -- Transitioning to the Upper Grades of High School and to College -- 12 Stages and Levels of Learning -- 12.1 Sequencing in teaching guidelines -- 12.2 Stages and levels -- 13 Introduction to Critical Thinking -- 13.1 Introducing high school students to the social sciences -- 13.2 The methods: reading original academic scholarship, self-reflectively implementing scholarly tools and techniques, classroom research projects -- Summary -- Part IV -- Lesson Planning -- 14 Preparing for the Classroom -- 14.1 The normative dimension -- 14.2 Specialized knowledge -- 14.3 Everyday knowledge. | |
| 520 | |a Around the world, teaching civics is our most practical tool for learning about democracy. In Germany, the art of civics education is constantly being reconsidered and revised, in part because of the country's history and the widespread awareness in German society of the dangers posed by education failing to do its job. The aim of this book is to provide educators with a varied and theoretically robust repertoire of professional strategies that are grounded in the social sciences. | ||
| 650 | 0 | |a Civics |x Study and teaching (Secondary) | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Research. |2 bisacsh | |
| 650 | 7 | |a Civics |x Study and teaching (Secondary) |2 fast | |
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| callnumber-first | J - Political Science |
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| contents | Cover -- Teaching Civics -- Table of Contents -- Preface to the English Edition -- Part I -- Foundations -- 1 The Civics Teacher: Pro and Professional -- 1.1 The profession of teaching -- 1.2 Principles for teaching civics -- 2 Responsible Citizens: The Goals of Civic Education -- 2.1 Civic education as general education -- 2.2 Skills in civic education -- 2.3 Competencies -- 2.4 Standards -- 2.5 Cognitive structure and complexity -- 2.6 The Beutelsbach Consensus -- 2.7 May civics teachers express their political views in the classroom? Should they? -- 3 Youth and Politics. 3.1 Developmental stages -- 3.2 Political socialization -- 3.3 Interest in politics -- 3.4 Understanding politics -- Dealing with conflict -- 3.5 Trajectories of civic education and socialization -- 3.6 Misunderstanding as an essential part of civic learning -- 3.7 Implications: what does this mean for teachers? -- 3.8 Research on high school students' notions of political concepts -- 4 Learning Democracy -- 4.1 Democracy in school life -- 4.2 Democracy in the classroom -- 4.3 Intersubjective recognition at school -- 4.4 Democratic education -- Part II -- Teaching Civics: Principles and Methods. 5 The Conflict-Based Approach -- 5.1 What is a conflict? -- 5.2 Dealing with conflict -- 5.3 The method: conflict analysis -- Summary -- 6 The Problem-Based Approach -- 6.1 What is a problem? -- 6.2 Working on problems -- 6.3 The method: problem studies -- Summary -- 7 The Action-Based Approach -- 7.1 What is action? -- 7.2 Dimensions of action -- 7.3 Methods: projects, citizens' initiatives -- Summary -- 8 Case Teaching -- 8.1 What is a case? -- 8.2 Individual cases and universality -- 8.3 The methods: case analyses, case studies -- Summary -- 9 The Future-Based Approach. 9.1 What is the future? -- 9.2 The future and sustainability -- 9.3 The methods: simulation games, future workshops, scenario planning -- Summary -- 10 Moral and Political Judgment -- 10.1 Morality and politics -- 10.2 Analyzing and judging -- 10.3 The methods: political decision making, the dilemma method -- Summary -- 11 The Genetic Method in Civic Education:Becoming an Active Citizen -- 11.1 What is genesis? -- 11.2 The role of the social sciences -- 11.3 The method: establishing a society -- Summary -- Afterword to Part II -- Overview: Principles for teaching civics. Part III -- Transitioning to the Upper Grades of High School and to College -- 12 Stages and Levels of Learning -- 12.1 Sequencing in teaching guidelines -- 12.2 Stages and levels -- 13 Introduction to Critical Thinking -- 13.1 Introducing high school students to the social sciences -- 13.2 The methods: reading original academic scholarship, self-reflectively implementing scholarly tools and techniques, classroom research projects -- Summary -- Part IV -- Lesson Planning -- 14 Preparing for the Classroom -- 14.1 The normative dimension -- 14.2 Specialized knowledge -- 14.3 Everyday knowledge. |
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| discipline | Pädagogik |
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| indexdate | 2024-11-27T13:26:58Z |
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| publisher | Barbara Budrich, |
| record_format | marc |
| spelling | Reinhardt, Sibylle. Teaching civics : a manual for secondary education teachers. [Place of publication not identified] : Barbara Budrich, 2015. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Cover -- Teaching Civics -- Table of Contents -- Preface to the English Edition -- Part I -- Foundations -- 1 The Civics Teacher: Pro and Professional -- 1.1 The profession of teaching -- 1.2 Principles for teaching civics -- 2 Responsible Citizens: The Goals of Civic Education -- 2.1 Civic education as general education -- 2.2 Skills in civic education -- 2.3 Competencies -- 2.4 Standards -- 2.5 Cognitive structure and complexity -- 2.6 The Beutelsbach Consensus -- 2.7 May civics teachers express their political views in the classroom? Should they? -- 3 Youth and Politics. 3.1 Developmental stages -- 3.2 Political socialization -- 3.3 Interest in politics -- 3.4 Understanding politics -- Dealing with conflict -- 3.5 Trajectories of civic education and socialization -- 3.6 Misunderstanding as an essential part of civic learning -- 3.7 Implications: what does this mean for teachers? -- 3.8 Research on high school students' notions of political concepts -- 4 Learning Democracy -- 4.1 Democracy in school life -- 4.2 Democracy in the classroom -- 4.3 Intersubjective recognition at school -- 4.4 Democratic education -- Part II -- Teaching Civics: Principles and Methods. 5 The Conflict-Based Approach -- 5.1 What is a conflict? -- 5.2 Dealing with conflict -- 5.3 The method: conflict analysis -- Summary -- 6 The Problem-Based Approach -- 6.1 What is a problem? -- 6.2 Working on problems -- 6.3 The method: problem studies -- Summary -- 7 The Action-Based Approach -- 7.1 What is action? -- 7.2 Dimensions of action -- 7.3 Methods: projects, citizens' initiatives -- Summary -- 8 Case Teaching -- 8.1 What is a case? -- 8.2 Individual cases and universality -- 8.3 The methods: case analyses, case studies -- Summary -- 9 The Future-Based Approach. 9.1 What is the future? -- 9.2 The future and sustainability -- 9.3 The methods: simulation games, future workshops, scenario planning -- Summary -- 10 Moral and Political Judgment -- 10.1 Morality and politics -- 10.2 Analyzing and judging -- 10.3 The methods: political decision making, the dilemma method -- Summary -- 11 The Genetic Method in Civic Education:Becoming an Active Citizen -- 11.1 What is genesis? -- 11.2 The role of the social sciences -- 11.3 The method: establishing a society -- Summary -- Afterword to Part II -- Overview: Principles for teaching civics. Part III -- Transitioning to the Upper Grades of High School and to College -- 12 Stages and Levels of Learning -- 12.1 Sequencing in teaching guidelines -- 12.2 Stages and levels -- 13 Introduction to Critical Thinking -- 13.1 Introducing high school students to the social sciences -- 13.2 The methods: reading original academic scholarship, self-reflectively implementing scholarly tools and techniques, classroom research projects -- Summary -- Part IV -- Lesson Planning -- 14 Preparing for the Classroom -- 14.1 The normative dimension -- 14.2 Specialized knowledge -- 14.3 Everyday knowledge. Around the world, teaching civics is our most practical tool for learning about democracy. In Germany, the art of civics education is constantly being reconsidered and revised, in part because of the country's history and the widespread awareness in German society of the dangers posed by education failing to do its job. The aim of this book is to provide educators with a varied and theoretically robust repertoire of professional strategies that are grounded in the social sciences. Civics Study and teaching (Secondary) EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh EDUCATION Research. bisacsh Civics Study and teaching (Secondary) fast has work: Teaching civics (Text) https://id.oclc.org/worldcat/entity/E39PCFBjW4VvG9RfV3bYRY7wfm https://id.oclc.org/worldcat/ontology/hasWork Print version: Reinhardt, Sibylle. Teaching civics. [Place of publication not identified] : Barbara Budrich, 2015 384740704X 9783847407041 (OCoLC)910530772 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1282721 Volltext |
| spellingShingle | Reinhardt, Sibylle Teaching civics : a manual for secondary education teachers. Cover -- Teaching Civics -- Table of Contents -- Preface to the English Edition -- Part I -- Foundations -- 1 The Civics Teacher: Pro and Professional -- 1.1 The profession of teaching -- 1.2 Principles for teaching civics -- 2 Responsible Citizens: The Goals of Civic Education -- 2.1 Civic education as general education -- 2.2 Skills in civic education -- 2.3 Competencies -- 2.4 Standards -- 2.5 Cognitive structure and complexity -- 2.6 The Beutelsbach Consensus -- 2.7 May civics teachers express their political views in the classroom? Should they? -- 3 Youth and Politics. 3.1 Developmental stages -- 3.2 Political socialization -- 3.3 Interest in politics -- 3.4 Understanding politics -- Dealing with conflict -- 3.5 Trajectories of civic education and socialization -- 3.6 Misunderstanding as an essential part of civic learning -- 3.7 Implications: what does this mean for teachers? -- 3.8 Research on high school students' notions of political concepts -- 4 Learning Democracy -- 4.1 Democracy in school life -- 4.2 Democracy in the classroom -- 4.3 Intersubjective recognition at school -- 4.4 Democratic education -- Part II -- Teaching Civics: Principles and Methods. 5 The Conflict-Based Approach -- 5.1 What is a conflict? -- 5.2 Dealing with conflict -- 5.3 The method: conflict analysis -- Summary -- 6 The Problem-Based Approach -- 6.1 What is a problem? -- 6.2 Working on problems -- 6.3 The method: problem studies -- Summary -- 7 The Action-Based Approach -- 7.1 What is action? -- 7.2 Dimensions of action -- 7.3 Methods: projects, citizens' initiatives -- Summary -- 8 Case Teaching -- 8.1 What is a case? -- 8.2 Individual cases and universality -- 8.3 The methods: case analyses, case studies -- Summary -- 9 The Future-Based Approach. 9.1 What is the future? -- 9.2 The future and sustainability -- 9.3 The methods: simulation games, future workshops, scenario planning -- Summary -- 10 Moral and Political Judgment -- 10.1 Morality and politics -- 10.2 Analyzing and judging -- 10.3 The methods: political decision making, the dilemma method -- Summary -- 11 The Genetic Method in Civic Education:Becoming an Active Citizen -- 11.1 What is genesis? -- 11.2 The role of the social sciences -- 11.3 The method: establishing a society -- Summary -- Afterword to Part II -- Overview: Principles for teaching civics. Part III -- Transitioning to the Upper Grades of High School and to College -- 12 Stages and Levels of Learning -- 12.1 Sequencing in teaching guidelines -- 12.2 Stages and levels -- 13 Introduction to Critical Thinking -- 13.1 Introducing high school students to the social sciences -- 13.2 The methods: reading original academic scholarship, self-reflectively implementing scholarly tools and techniques, classroom research projects -- Summary -- Part IV -- Lesson Planning -- 14 Preparing for the Classroom -- 14.1 The normative dimension -- 14.2 Specialized knowledge -- 14.3 Everyday knowledge. Civics Study and teaching (Secondary) EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh EDUCATION Research. bisacsh Civics Study and teaching (Secondary) fast |
| title | Teaching civics : a manual for secondary education teachers. |
| title_auth | Teaching civics : a manual for secondary education teachers. |
| title_exact_search | Teaching civics : a manual for secondary education teachers. |
| title_full | Teaching civics : a manual for secondary education teachers. |
| title_fullStr | Teaching civics : a manual for secondary education teachers. |
| title_full_unstemmed | Teaching civics : a manual for secondary education teachers. |
| title_short | Teaching civics : |
| title_sort | teaching civics a manual for secondary education teachers |
| title_sub | a manual for secondary education teachers. |
| topic | Civics Study and teaching (Secondary) EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh EDUCATION Research. bisacsh Civics Study and teaching (Secondary) fast |
| topic_facet | Civics Study and teaching (Secondary) EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. EDUCATION Research. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1282721 |
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