IEA Civic Education Project Phase I in The United States    What I. E. A. stands for  Background of the current project  Countries involved  Goal and Scope of the Study  The Four Domains  Domain I: Democracy, Institutions, Rights, and Responsibilities  Domain II: National Identity  Domain III: Social Cohesion and Diversity  Domain IV: Economics and Government Policy  Methodology  The Staff  Reports What the IEA stands for International Association for the Evaluation of Educational Achievement Background of the current project · Previous Studies in Science, Math, and Literacy (TIMSS, etc.) · 1971 International Study on Civic Education (Torney, Oppenheim, & Farnen, 1975) · Now two-phase study on Civic Education 24-30 Countries Involved  Europe · Germany · Portugal · Hungary · Lithuania · and others  Americas · U. S. A. · Colombia · Chile  Far East · Hong Kong · Taiwan  Middle East · Israel Goal and Scope of the Study The goal of this study is to identify and examine in a comparative framework the ways in which young people are prepared to undertake their role as citizens in democracies and societies aspiring to democracy, as well as the aspects of political identity that are important to them. In Phase I, case studies of the intended curriculum were developed. They are reported in Civic Education Across Countries: Twenty-Four National Case Studies from the IEA Civic Education Project (1999). J. Torney Purta, J. Schwille, &  J. A. Amadeo (Eds.). Published by IEA, distributed in North America by the National Council for Social Studies. In Phase II, students are being assessed for their knowledge, skills, attitudes, and experiences. Findings from Phase II will be available in 2001. The Four Domains The questions asked by the International Planning Committee covered four domains: What are 14 to 15 year old students expected to know about . . . · Domain I: Conceptions of Democracy ? · Domain II: National Identity ? · Domain III: Social Cohesion and Diversity ? · Domain IV: The Economy and Democracy ? Domain I: Democracy, Political Institutions, Citizens' Rights and Responsibilities To what extent have 14-15 year olds learned about . . . · Institutions and Practices ? · Rights of Citizenship ? · Obligations or Responsibilities of Citizenship ? Domain II: National Identity · Have students acquired a sense of national identity or national loyalty by age 14-15? · What significant events, leaders, and core documents do students learn about? · What are the symbols that are important for the students to respect? Domain III: Social Cohesion and Diversity · What are 14-15 year olds expected to learn about other groups of people which are set apart or disenfranchised? · How are instances of past oppression and discrimination dealt with in civic education? · How is discrimination in political participation discussed in the classroom? Domain IV: Economics & Government Policy · To what extent have 14 to 15 year olds learned that economic principles are connected with the government or political issues? · Are young people taught that it is the state’s responsibility to protect the people from unemployment, illness, homelessness, or hunger? Methodology for Phase I in the United States · Survey of Literature · Survey of 50 state social studies specialists · Survey of organizations in civic education · Interviews of students age 14-15 · Interviews of 8th and 9th grade teachers · Content analysis of textbooks · Interviews with experts in the domain Reports · For Summary Findings in the U.S., see Hahn, C. L. (1999). Challenges to Civic Education in the United States. In J. Torney-Purta, J. Schwille, & J. A. Amadeo (Eds.), [cited above]. · For U.S. findings in comparison to other countries, see Hahn, C. L. & Torney-Purta, J. (1999). The IEA Civic Education Project: National and International Perspectives. Social Education, 63, 425-431. · Three reports on the U.S. are available on ERIC:   · Hahn, Dilworth, Hughes (1998). Review of the Literature: IEA Civic Education Study: Phase I in the United States. · Hahn, Dilworth, Hughes, & Sen (1998). Responses to the Four Core International Framing Questions: The IEA Civic Education Study, Phase I in the United States. · National Expert Panel (1998). Responses to the 18 Framing Questions: The IEA Civic Education Study, Phase I Staff for Phase I in the U.S.: Division of Educational Studies, Emory University Dr. Carole Hahn, Professor Domain I   Michael Hughes Doctoral Student Domain II Paulette Dilworth Doctoral Student Domain III Trisha Sen Doctoral Student Domain IV Lois Wolfe Doctoral Student Student Interviews   National Expert Panel for Phase I & II in the U.S.: · Carole Hahn, Chair, Emory University · Gordon Ambach, Ex Officio Chief State School Officers · Patricia Avery, University of Minnesota · Margaret Branson, Center for Civic Education · Gloria Contreras, University of North Texas · Shielah Mann, American Political Science Association · Richard Niemi, University of Rochester · Pat Nickell, University of Georgia · Valerie Pang, San Diego University · Walter Parker, University of Washington · John Patrick, Indiana University · Richard Sirvint, Hartford Public Schools, CT (Phase I only) Phase II Staff: · Westat, Inc and AIR, Pelavin

Information contact: chahn@emory.edu Copyright © Emory University Last updated November 3, 1999