RUBRIC:
The introduction provides all of the following:
 A succinct explanation of the importance of the topic.
 A discussion and balanced overview (not skewed towards one point-of-view) of the
importance of the topic to the educational community.
 A description of existing controversies or conflicts that your paper will address.
 References to the literature with APA citations
 A statement of limits of the scope of your research.
 Clear definition of terms and abbreviations.
1.
2.
3.
The colored items are present in Intro; the others are missing or lacking.
I think the very term citizenship education needs a working definition for how you’ll use it in the
paper, as does IEA.
See comments inside document for other fixes.
4.
THE INTRO IS A 2 RIGHT NOW (OUT OF 3). Please revise and resubmit.
JK
Globalization and Citizenship Education In the U.S. and Abroad
Over the course of the last thirty years numerous studies and large population
sample statistics have provided a library of research on the topic of citizenship education.
Schools from the industrialized nations have participated in on-going comparative
surveys on citizenship skills, content, and knowledge that have drawn consistent
implications for student proficiency in the subject area. Citizenship education has also
been studied as a process of cultural transmission in the role state formation of newly
developing countries. Among these fields of study of citizenship education there is
surprisingly little disagreement as to which classroom pedagogies are consistently
successful in the creating the student proficiency necessary for full and educated
citizenship.
Despite the breadth of research and general agreement on the findings, little has
been published recently that incorporates the academic research into a cross-cultural
framework for citizenship education programs. Studies from leading scholars in the area
of citizenship education as well as survey results from the International IEA civic
education study will be presented thematically by culture, content, classroom
environment, and pedagogy. Equally evaluating the sample of nations studied will
present clear and common themes that correlate to actual academic results from
international tests.
The correlating This correlation of pedagogies for citizenship education will
hopefully seeks to provide educators the framework that will aid in teaching citizenship
education intra-culturally and for multi-cultural students in the requirements of an active
and informed citizen. Compiling and interpreting the data in this manner is only the
beginning of the research needed to homogenize citizenship education pedagogy
nationally and internationally to prepare students for global citizenship.
In compiling and interpreting the current data on citizenship education some
important areas had to be left for further study. Under the criteria set by the IEA civic
education study, traditionally “poor” schools did not participate in the cross-national
survey. It is with great hope that further research is done Research is lacking in lowincome schools and the effects of multiple racial and cultural identities on citizenship
formation. Additionally, only American and European countries were used in this study.
While the information provided by studies in Asian countries deepens our understanding
of the effects of citizenship education on social and cultural formation, the absence of
consistency in study method lends these nations to future study. Finally, it is important to
note that while ultimately the state controls the academic requirements of citizenship
education it is not implied in my this research that schools are not dynamic institutions
for democracies in themselves.