Pedagogical practices and civic knowledge and engagement in Latin America: Multilevel analysis using ICCS data

This study explored the relationship between pedagogical practices and the civic knowledge and engagement of students from five Latin American and Caribbean countries, using a multilevel analysis of the 2016 International Civic and Citizenship Education Study (ICCS). The results reveal the complex interplay of educational, sociodemographic, and attitudinal factors in shaping the civic knowledge and engagement of students. Extracurricular civic engagement showed a negative correlation with student civic knowledge and engagement as measured by the ICCS cognitive test. However, civic learning in school positively related to cognitive abilities, emphasizing the importance of integrating civic learning into the curriculum. Interestingly, students' educational aspirations emerged as a significant factor shaping their civic engagement, suggesting a strategy to foster high educational aspirations to enhance cognitive performance. Additionally, gender dynamics were evident in civic education, with girls consistently outperforming boys in all participating countries. The correlation between home literacy resources and test scores illuminated the significant role of home environments in academic achievement. Lastly, students' attitudes towards political participation had a notable connection to civic knowledge outcomes, presenting an exciting avenue for future research. Collectively, these findings underscore the need for a comprehensive approach to civic education and further research to refine effective strategies.

Effective practices during emergency school lockdowns: shared experiences of four Australian schools

This study investigates common features of a set of diverse schools' responses to the initial school lockdown period during the pandemic in 2020, with a focus on practices supporting learning, inclusion and wellbeing. It comprises a collective case study of four Australian schools that were selected based on their reputation for impactful support of students and teachers during the emergency remote teaching period. Methods included interviews and focus groups with school leaders, teachers and students. The schools had widely differing contexts, technology access and student needs. Despite these varied contexts, the findings provided important insights into common practices supporting effective remote teaching. Emerging principles of effective practice illuminate ways forward to mitigate the significant risks accompanying emergency remote teaching, and guide practices in a variety of school contexts.

General Education Teachers' Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

To identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers’ most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students’ special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.