Presentation on theme: "ARMY POLYTECHNIC SCHOOL DISTANCE EDUCATION MODE DEPARTMENT OF LANGUAGES."— Presentation transcript:
ARMY POLYTECHNIC SCHOOL DISTANCE EDUCATION MODE DEPARTMENT OF LANGUAGES
APPLIED LINGUISTICS A STUDY OF THE RELATIONSHIP BETWEEN THE CITIZEN`S EDUCATION AND THE DEVELOPMENT OF VALUES FOR TEENAGERS IN THE EIGHTH YEAR OF BASIC EDUCATION, AT THE PROVIDENCE HIGH SCHOOL IN GIJÓN– SPAIN, DURING THE FIRST TERM, SCHOOL YEAR By Sandra Segarra Donoso
PROBLEM IDENTIFICATION A lack of civic engagement of young Spanish citizens which, in turn, reflected inadequate education for democratic citizenship in schools. Young Spanish citizens needed to be more aware and active within their democracy and needed to play an active role within the new Europe of the twenty- first century.
PROBLEM FORMULATION The question to be answered was, what was the relationship between the citizen’s education and the development of values in teenagers in the eighth year of basic education, during the first trimester of 2007?
Variables Matrix VARIABLECONCEPTUAL DEFINITION DIMENSIONSSUBDIMENSIONS Independent variable The Citizen`s Education "an educational effort which seeks to teach all citizens the knowledge, skills, and behaviors which will dispose and enable them to participate effectively in a democratic society. Social Product Psychological Processes - A cross – curricular themes within Spanish schools - knowledge - understanding - social demands - teachers - psychological influence - thoughts - orientation - Adaptation
VARIABLECONCEPTUAL DEFINITION DIMENSIONSSUBDIMENSIONS Dependent variable The Development of Values Complex of knowledge, values, attitudes and abilities which contribute to the development of a sound moral character, a sense of community, and competence in responding to the personal, social and cultural aspects of life. Universal values Instrumental values Intrinsic values Prerequisite values Paramount values Operative values -Sanctity of human life, Peace, and human dignity. -Progress, Freedom, Knowledge. -Beauty, artistic expression, and happiness. -Safety, justice, or the common good. -Freedom, or sanctity of life. -Integrity, honesty, and loyality
OBJECTIVES GENERAL OBJECTIVES To teach all citizens the knowledge, skills, and behaviors which will dispose and enable them to participate effectively in a democratic society To develop a moral character, a sense of community, and competence in responding to the personal, social and cultural aspects of life. To determine the relationship between the citizen’s education and the development of values for teenagers
SPECIFIC OBJECTIVES To introduce citizens to the basic rules and to provide them with knowledge about democratic rights and practices To develop the ability to construct general principles that concern values, in a way that is autonomous, rational and open to dialogue. ● To develop universal structures of moral judgment that allows the acceptance of general principles of values.
JUSTIFICATION The goal of civic education is the informed and responsible participation in the political life of their communities and nation by competent citizens committed to the fundamental values and principles of the Spanish constitutional democracy. For democracies to be effective and secure they require the active participation of their citizens. Citizens may acquire the knowledge, skills, values and dispositions to be active citizens from many sources but it is well recognized that schooling should provide a major input in that process.
PART 2 THEORETICAL FRAMEWORK CHAPTER ONE THE PROVIDENCE HIGH SCHOOL IN GIJÓN The Providence Catholic High School is a Catholic, co- educational, diocesan secondary school administered by the Augustinians. They are staffed by both religious and lay people. The school has been located in Gijón, Asturias since Their current enrollment is approximately 1150 students.
CHAPTER TWO THE CITIZEN´S EDUCATION “ An educational effort which seeks to teach all citizens the knowledge, skills, and behaviors which will dispose and enable them to participate effectively in a democratic society in a manner which contributes to the common welfare and is personally satisfying." It is also an essential dimension of the education imparted in schools by which young people become informed and active citizens within their society.
A CROSS-CURRICULAR THEMES WITHIN SPANISH SCHOOLS In Spain examples include; Civic and Moral Education Education for Peace, for Health for the Equality of Opportunities Between Sexes Environmental Education Sex Education Consumer Education and The Traffic Education
CHAPTER THREE MORAL VALUES Moral values are always personal values. They can only inhere in man, and be realized by man. THE DEVELOPMENT OF VALUES The goal of moral education is to encourage individuals to develop to the next stage of moral reasoning.
Personal and Social Values and Skills is that complex of knowledge, values, attitudes and abilities which contribute to the development of a sound moral character a sense of community and competence in responding to the personal, social and cultural aspects of life. PERSONAL AND SOCIAL VALUES
CHAPTER FOUR THE CITIZEN´S EDUCATION AND THE DEVELOPMENT OF VALUES knowledge, understanding and skills informed, critical and responsible Framework which promotes self-confident and responsible in and beyond the classroom CITIZENSHIP CONTRIBUTES TO THE OVERALL SCHOOL CURRICULUM BY:
CITIZENSHIP TEACHING SHOULD PROMOTE… Students' spiritual, moral and cultural development: Fostering awareness of meaning and purpose… Developing critical appreciation… Taking a role as effective members of society Promoting respect for cultural diversity
OTHER CAUSES OF THE CORE PROBLEM CURRENT DEFICIENCIES. low levels of political participation and civic engagement, deficiencies in democratic attitudes or dispositions underdeveloped democratic citizenship skills. CHAPTER FIVE
HYPOTHESIS SYSTEM The citizen's education has affected the development of values for teenagers WORKING HYPOTHESIS
PART THREE METHODOLOGICAL DESIGN Determine the research problem and hypotheses to be tested. Select the variables to be used in the study. Collect the data. Analyze the data. Interpret the results. THE TYPE OF RESEARCH AND DESIGN POPULATION AND SAMPLE (22 students) FIELD WORK (Providence Catholic High School, Gijon – Spain) INSTRUMENTS FOR DATA COLLECTION (surveys) DATA ANALYSIS PROCEDURES (descriptive statistics)
PART IV GRAPHIC PRESENTATION OF THE RESULTS ANALYSIS OF THE SURVEY The first part: A list of scenarios to consider how the students would act in a given situation; they had to select the answer that came closest to what they would have done in each situation The second part: Questions where they had to choose the correct answer
SURVEY BASED ON CITIZENSHIP EDUCATION FOR STUDENTS OF 8TH GRADE OF THE PROVIDENCE HIGH SCHOOL. SCENARIO # You learn about a law that discriminates against certain groups of people, and you think that it is unfair. What would you most likely do? A. Write a letter to the newspaper about the law. B. Talk about the law with your friends, family, or in class discussions. C. Nothing; you can’t do anything to change the law anyway. D. Other:
12 students chose the option C; 6 students chose the option D (other), 3 students chose the option B, and only 1 student chose option A. As you can see students did not have a good appreciation about law. A. Write a letter to the newspaper about the law. B. Talk about the law with your friends, family, or in class discussions. C. Nothing; you can’t do anything to change the law anyway. D. Other:
SCENARIO #2 You are part of a group working on a project, and no one else is doing any work. What would you most likely do? A. Stop working as well. B. Do some of the work, but not really care about it. C. Do your share of the work. D. Talk to the group about getting to work. E. Talk to your teacher. F. Other:
10 Students chose the option A, 3 students chose the option B, none of the students chose option C and D, 7 students chose E, and only 2 students chose F. As you see here students followed the mass, it did not matter if they were right or wrong. A. Write a letter to the newspaper about the law. B. Talk about the law with your friends, family, or in class discussions. C. Nothing; you can’t do anything to change the law anyway. D. Other:
SCENARIO #3 Your school is holding elections for student council. What would you most likely do? A. Vote. B. Not vote. C. Do whatever your friends are doing. D. Other:
8 students chose the option A, another 8 students chose the option B, and 6 students opted for C Here we can see that students did not give much care about voting in elections. A. Vote. B. Not vote. C. Do whatever your friends are doing. D. Other:
SCENARIO #4 You are talking to your friends and one of them refers to people of a different culture by a racist name. What would you most likely do? A. Nothing – it doesn’t bother you. B. Nothing – although you think it is wrong to say things like that. C. Tell your friend that you think it is wrong to say things like that. D. Other :
6 students chose option A, 5 students chose B, 8 students chose C and only 3 chose D Here we can see that most of the students needed to work more on solidarity, helping each other and the people in need. A. Nothing – it doesn’t bother you. B. Nothing – although you think it is wrong to say things like that. C. Tell your friend that you think it is wrong to say things like that. D. Other:
SCENARIO #5 You are walking down the hallway and you hear a student saying mean, unfair things to another student. What would you most likely do? A. Find an adult. B. Not get involved. C. Feel kind of sorry for the other person. D. Tell the student to stop saying things like that. E. Other
10 students chose option A, 5 students chose B, 6 students chose C, 1 student chose D and none of the students chose E This was another example of students not getting involved with the situation, letting things happen in front of their noses and not doing anything to prevent it. A. Find an adult. B. Not get involved. C. Feel kind of sorry for the other person. D. Tell the student to stop saying things like that. E. Other
Part 2. - These were the questions from the students’ test, in which they had to choose the correct answer RESULTS: 6 students chose option A 4 students chose option B And 12 students chose option C QUESTION #1 What are the basic necessities of the human being? a) Water, food and electricity b) Food, shelter and medicine c) Water, food, clothing and shelter Most of the students considered that the human necessities were water, food, clothing and shelter.
QUESTION # 2 What does the constitution do? a) Sets up the government b) Protects basic rights of people c) Changes the law RESULTS: 6 students chose option A 13 students chose option B And 3 students chose option C Here we can see that most of the students understood what the Constitution was.
QUESTION # 3 Why is it important to respect the Constitution? a) Because it is the most important law in the country b) Because it can help us to do what ever we want c) Because if you don’t you go to jail RESULTS: 7 students chose option A 6 students chose option B And 9 students chose option C Here we can see that 41% of the students thought that you can go to jail if you do not respect the constitution
QUESTION # 4 What is freedom of religion? a) All religions can do what ever they want b) All people must have a religion c) You can practice any religion, or not practice a religion RESULTS: 5 students chose option A, 3 students chose option B 14 students chose option C Here we can see that most of the students understood the concept of freedom of religion
QUESTION # 5 What values can you find in democracy? a) Liberty, justice, equality, and political pluralism b) Altruism, confidence, freedom and honesty c) Hospitality, helpfulness, trustworthiness and willingness RESULTS: 7 students chose option A, 8 students chose option B And 7 students chose option C With these results we can appreciate that students were confused with the democratic values.
CONCLUSIONS According to the surveys of civic knowledge, attitudes, and actions applied in the students of the 8 th year of basic education at The Providence High School in Gijon-Spain, the analysis revealed serious deficiencies in the citizenship education of students. The report showed that the majority of 8th graders had a rudimentary knowledge of government and citizenship in Spain. Most students acknowledge the importance of voting and campaigning in public elections, and they also tend to express low levels of political interest and efficacy. We can now prove that, the working hypothesis was accepted. Citizen´s education affects the development of values for teenagers
RECOMMENDATIONS Parents and school teachers must act in concert to strengthen the desire and capacity of children for performance of civic obligations. Teachers should be trained in methodological aspects of teaching civic education for teenagers, using appropiate methods and resources Schools should increase the amount of time that all students are involved in civic education at all levels of school. Schools should infuse lessons about the responsibilities of citizenship into all subjects of the curriculum at all levels of schooling.
PART FIVE THE PROPOSAL ANALYSIS OF THE PEOPLE INVOLVED GROUPINTERESTPROBLEMRESOURCES and MANDATES STUDENTS The acquisition of knowledge, skills, and dispositions needed to become a responsible and effective citizen of a representative and constitutional democracy serious deficiencies in the citizenship education of young Spanish. To enable students to improve their knowledge in civic education “TEACHING TRAINING PROGRAM BASED ON CIVIC ENGAGEMENT OF YOUNG SPANISH CITIZENS THROUGH THE ENGLISH SUBJECT”
GROUPINTERESTPROBLEMResources and Mandates TEACHERS Improvement of the teaching and learning of civic knowledge as a key to the development of civic skills and dispositions The outcomes of civic education in schools are unsatisfactory To improve the learning of young Spanish about their responsibilities as citizens of a democratic society COMMUNITYresponsibilities of citizenship are obligations to contribute to the common good by performing duties to benefit the community The percentage of 18- to 24-year- olds voting in public elections lags far behind the rate for those over age 25, Parents and AUTHORITIES must act in concert to strengthen the desire and capacity of children for performance of civic obligations.
PROBLEM TREE A lack of civic engagement of young Spanish citizens Underdeveloped democratic citizenship skill Low levels of political participation and civic engagement Deficiencies in the civic knowledge of students. Deficiencies in democratic attitudes or dispositions Inadequate education for democratic citizenship in schools. Most students in grades 4, 8, and 12 failed to reach the awareness level of achievement Young Spanish citizens are not aware and active within their democracy and do not play an active role within the new Europe of the twenty-first century.
Civic engagement of young Spanish citizens Developed democratic citizenship skills High levels of political participation and civic engagement An adequate knowledge of students in civic education. An adequate use of democratic attitudes or dispositions An adequate education for democratic citizenship in schools. Most students in grades 4, 8, and 12 reach the proficient level of achievement Young Spanish citizens are aware and active within their democracy and play an active role within the new Europe of the twenty- first century. OBJECTIVE TREE
ALTERNATIVE ANALYSIS 1.- AN ADEQUATE KNOWLEDGE OF STUDENTS IN CIVIC EDUCATION: including it in courses in Spanish history, world history, literature, and other subjects in the curriculum. requiring of all students a civics course in middle school and a government course in high school Increase the exposure of students to content in civics by: 2.-AN ADEQUATE USE OF DEMOCRATIC ATTITUDES OR DISPOSITIONS There is a positive relationship between a democratic school climate and development of democratic civic disposition and behaviour among students; less authoritarian climates are linked to more democratic political attitudes and behaviour
(Component) Interactive methodology and cooperative learning experiences. (Component) Creation of entirely new programs for democratic citizenship within school curricula Activity 3 Involve students in simulations and role playing activities about various aspects of civic responsibilities. Activity 1 Encourage students to participate in extra curricula activities involving civil engagement and political participation Activity 4 Make assignments that require students to participate in political activities outside the classroom. (Purpose)Civic engagement of young Spanish citizens High levels of proficiency in Spanish history and its political system Strong orientation by adolescents toward voluntary service for the community Activity 2 Emphasize lessons about the civic values of our constitutional democracy at all levels of schooling. Project Analytic Structure
GOALINDICATORVERIFICATIONASSUMPTION General objective High levels of proficiency in Spanish history and its political system and a strong orientation by adolescents toward voluntary service for the community The percentage of students reaching the proficiency level of civic knowledge Statistics system LOGICAL FRAMEWORK PURPOSEINDICATORVERIFICATIONASSUMPTION (specific objective) Civic engagement of young Spanish citizens Level of engagement of students towards civic education Statistics systemParents and school teachers must act in concert to strengthen the desire and capacity of children for performance of civic obligations
OUTPUTSINDICATORVERIFICATIONASSUMPTION Interactive methodology and cooperative learning experiences Creation of new programs for democratic citizenship within school curricula Results of the (NAEP) in civics revealed gross deficiencies in the civic knowledge of students test resultsTeachers need to improve the content and the pedagogy of civic education as a key to the development of civic skills and dispositions
ACTIVITIESRESOURCESCOSTASSUMPTION 1.- STUDENT’S WORKSHOP TOPICS: GETTING TO KNOW YOU THE HUMAN RIGHTS.. CONSTITUTIONAL AWARENESS WHAT DO THESE RIGHTS MEAN? THE NEED FOR CIVIC RESPONSIBILITY. WHY DO WE NEED RESPONSIBLE YOUTH IN SPAIN? 2.- Civic Education in the Curriculum as a subject 3.- Establish school-based programs for performance of community service as a part of civic curriculum Teacher Books Magazines Computer Internet sources $1000 $350 $200 $400 Educators are challenged to seek and implement means to improve civic education in elementary and secondary schools