Affective-Behavioural Domains and

Contextual Framework

National Research Coordinators Meeting

Amsterdam, October 16-19

NRCMeeting

Amsterdam16-19 Oct 2006

Affective-behavioural domains

• Counterpart to cognitive domains

• Clarifying nature of non-cognitive constructs

• Provide structure that allows to map affective-behavioural measures to content domains

NRCMeeting

Amsterdam16-19 Oct 2006

Domains

• Values– Deeply rooted and fundamental

• Attitudes– Less deeply rooted and changeable

• Behaviours– Includes behavioural intentions– Factual behaviour

NRCMeeting

Amsterdam16-19 Oct 2006

Mapping to content domains Values Attitudes Behaviours

Civic Society and Systems

Role of citizens in society

Trust in civic institutions

Civic Orientations Importance of civic

rights Attitudes toward

social justice

Civic Practices Importance of

citizenship participation

Citizenship self-efficacy

Expected political participation

Civic Identities Attitudes toward

the nation

NRCMeeting

Amsterdam16-19 Oct 2006

Measures

• Assessment framework will identify the constructs to be measured

• Typically, Likert-type items will be used for measurement

• Items will be administered through the student perceptions questionnaire

• Items on (actual) behaviour will be included in the student background questionnaire

NRCMeeting

Amsterdam16-19 Oct 2006

Issues

• Define and measure constructs that reflect values

• Separate behavioural intentions from actual behaviours (PAC recommendation)

• Prioritisation of CIVED questionnaire constructs/items and mapping to affective-behavioural & content domains

NRCMeeting

Amsterdam16-19 Oct 2006

Rationale for contextual framework

• Guidance for developing contextual instruments

• Provide general conceptual model for explaining C&C learning outcomes

• Tradition of IEA frameworks (see PIRLS or TIMSS)

NRCMeeting

Amsterdam16-19 Oct 2006

Levels and groups of variables

• Multi-level structure– Wider communities (local, national and supra-

national context)– Schools and classrooms– Home environment (including peer-group

context)– Individual

• Groups of variables– Antecedents– Processes– Outcomes

NRCMeeting

Amsterdam16-19 Oct 2006

Contexts of C&C learning outcomes

Wider community Educational system History and culture

School/classroom: Characteristics Composition Resources

Home environment: Family background Social group

Indicators related to: Civic society and systems Civic orientations Civic practices Civic identities

Wider community Educational policies Political events

School/classroom: Instruction Governance

Student: Socialisation & Learning

Home environment: Communication Activities

Antecedents Processes Outcomes

Student: Characteristics

NRCMeeting

Amsterdam16-19 Oct 2006

Characteristics

• “Wider communities” encompasses local to national community context is included

• Home context include also peer-group context

• No explicit distinction between school and classroom context

NRCMeeting

Amsterdam16-19 Oct 2006

Mapping of variablesLevel of... Antecedents Processes Outcomes National and other communities

NCQ & other sources: Democratic history Structure of education

NCQ & other sources: Intended curriculum Political developments

School/classroom ScQ & TQ: School characteristics Resources

ScQ & TQ: Implemented curriculum Policies and practices

Student StBQ: Gender Age Language

StBQ: Learning activities Practised engagement

Home environment StBQ: Parent SES Ethnicity

StBQ: Communication Peer-group activities

StT & StPQ & StBQ: Test results;

Student perceptions

NRCMeeting

Amsterdam16-19 Oct 2006

Context of wider communities – local community

• Urbanisation (antecedent)

• Existence of community activities to promote civics engagement (process)

• Relationships between school and community

NRCMeeting

Amsterdam16-19 Oct 2006

Context of wider communities – national context

• Antecedents (national context survey)– Historical development of civic and citizenship

education– Legislation on civic and citizenship education– Nature of policy drivers in civic and citizenship

education– Extent of current reforms in this area

• Processes (national context survey)– Approaches to civic and citizenship in curricula– Aims and content of curriculum– Nature and extent of whole school approaches

NRCMeeting

Amsterdam16-19 Oct 2006

Contexts of schools and classrooms - School

• Antecedents– School characteristics – School resources

• Processes– School management– Student participation in the running of the school – Student day-to-day activities and experiences

within the school– Teacher, staff, parent and community

participation in decision making processes– Relationships inside the school

NRCMeeting

Amsterdam16-19 Oct 2006

Contexts of schools and classrooms - teachers

• Antecedents– Teacher background and qualifications

• Processes– Teaching practices aimed at the construction of

a democratic school and classroom climate and ethos

– Students’ active participation in teaching-learning activities

– Student engagement in analysing topical and controversial issues

– Student engagement in teaching and learning activities

– Teacher involvement in school governance

NRCMeeting

Amsterdam16-19 Oct 2006

Context of home environment

• Antecedents– Parental socio-economic status– Parent ethnicity– Family composition

• Processes– Frequencies of (political) discussions with

parents and friends

NRCMeeting

Amsterdam16-19 Oct 2006

Individual contexts• Antecedents

– Age– Gender (male, female)– Study programme (country-specific)– Expected study time – Ethnicity

• Processes– Participation in civics-related activities– Peer-group activities– Media information– Classroom practices related to civics and

citizenship education

NRCMeeting

Amsterdam16-19 Oct 2006

Questions or comments?