Jo-Ann Amadeo

• Professor (Associate) at Marymount University

International Large-Scale Assessments (ILSAs) have been used to draw comparisons among countries on a variety of topics in education and, more broadly, for example, in adolescent development. These assessments can inform the public about influential factors on the micro and macro levels, foster interdisciplinary and international collaboration, and...

Mathematic, scientific, and literacy skills have taken center stage in the field of international large-scale assessments, and country rankings have become ubiquitous. However, three studies since the 1970s have addressed the topic of measuring civic engagement and citizenship and have examined patterns of student achievement in attitudes and skill...

Since the end of the cold war, unprecedented developments propelled by the opening of former communist countries and the rapid intensification of communication associated with the Internet have occurred. This new socioeconomic and sociopolitical context creates a need to prepare younger generations for life in an increasingly interconnected and mul...

This article is based on the assumption that the right to vote in national elections is not an essential dimension of citizenship for early adolescents as long as adolescents’ other competencies and attitudes are nurtured in their everyday settings. The article addresses the issue of children or early adolescents and their political and civic parti...

Cross-national research in civic education spans four decades, moving from a controversial area of investigation to research providing respected evidence for international policy discussions. Of particular note is the IEA Study of Civic Education (CIVED), which assessed adolescents' civic knowledge, skills, attitudes, and activities in nearly 30 co...

Introduction Survey Research in Political Socialization and Civic Engagement Improving Research in Civic Engagement by Improving the Framework for Generating Research Questions Improving Research in Civic Engagement by Using Multiple Methods Contrasting Quantitative (Survey) and Qualitative (Focus Group) Methods in Studying Civic Engagement Conclus...

ized by IEA (the International Associa- tion for the Evaluation of Educational Achievement) tested 32,000 students in nine countries. That study concluded that an open climate for classroom discussion of controversial issues was especially likely to foster greater civic knowledge and less authoritarianism. A reanalysis of the 1971 IEA data from thr...

This chapter is about the assessment of child care. The authors start by laying out all of the aspects of child care that can be assessed and then move on to a description of existing instruments, while emphasizing the aspects of child care that they assess and those that they do not. They then discuss issues pertaining to the validity of existing...

This volume reports the results of the first phase of the Civic Education Study conducted by International Association for the Evaluation of Educational Achievement (IEA). During 1996 and 1997, researchers in 24 countries collected documentary evidence on the circumstances, contents, and processes of civic education in response to a common set of f...

What are adolescents expected to know about democratic practices and institutions? How do societies convey a sense of national identity? What are young people taught about diversity and social cohesion? In short, what expectations do democratic societies hold for the development of political knowledge, skills, and attitudes among young people? And...

48-page PDF report with the goal of "address[ing] the gap in the literature on national policies in citizenship education in the Americas, providing an initial “mapping” of these policies, at the formal and non-formal levels. To that end, the analysis focuses on national policies and standards, the school curriculum within which citizenship edu...