Affective-Behavioural Domains and Contextual Framework

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Affective-Behavioural Domains and Contextual
Framework

• National Research Coordinators Meeting
• Amsterdam, October 16-19

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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

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Domains

• Values
• Deeply rooted and fundamental
• Attitudes
• Less deeply rooted and changeable
• Behaviours
• Includes behavioural intentions
• Factual behaviour

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Mapping to content domains
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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

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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

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Rationale for contextual framework

• Guidance for developing contextual instruments
• Provide general conceptual model for explaining
  CC learning outcomes
• Tradition of IEA frameworks (see PIRLS or TIMSS)

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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

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Contexts of CC learning outcomes
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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

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Mapping of variables
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Context of wider communities local community

• Urbanisation (antecedent)
• Existence of community activities to promote
  civics engagement (process)
• Relationships between school and community

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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

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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

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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

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Context of home environment

• Antecedents
• Parental socio-economic status
• Parent ethnicity
• Family composition
• Processes
• Frequencies of (political) discussions with
  parents and friends

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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

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Questions or comments?