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Influence of teachers and schools on students' civic outcomes in Latin America

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Listed:
  • Ernesto Treviño
  • Consuelo Béjares
  • Cristóbal Villalobos
  • Eloísa Naranjo

Abstract

The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed.

Suggested Citation

  • Ernesto Treviño & Consuelo Béjares & Cristóbal Villalobos & Eloísa Naranjo, 2017. "Influence of teachers and schools on students' civic outcomes in Latin America," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(6), pages 604-618, November.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:6:p:604-618
    DOI: 10.1080/00220671.2016.1164114
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    References listed on IDEAS

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    1. Wielandt, Gonzalo, 2007. "La corrupción y la impunidad en el marco del desarrollo en América Latina y el Caribe: un enfoque centrado en derechos desde la perspectiva de las Naciones Unidas," Políticas Sociales 6144, Naciones Unidas Comisión Económica para América Latina y el Caribe (CEPAL).
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    Cited by:

    1. Yonatan Encina & Christian Berger, 2021. "Civic Behavior and Sense of Belonging at School: The Moderating Role of School Climate," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(4), pages 1453-1477, August.

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