3. Susan Nelson Wood [email_address] Associate Professor Nancye McCrary [email_address] Assistant Professor Kate Larken [email_address] 2010 Kentucky Foundation for Women Sallie Bingham Award Recipient Thanks to Ashley Dimkich!
13. Acting for the Common Good and Engaging Early Adolescents in Democratic Citizenship through Writing, New Media, and the Arts
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16. Project Citizen teams identify and analyze issues and problems facing their communities and address one of the issues for their project. The issue or problem must be one that could be addressed through public policy, such as a law or regulation. The final product is a stand-up portfolio displaying each group’s work and an accompanying binder documenting its research.
17. Project Citizen teams identify and analyze issues and problems facing their communities and address one of the issues for their project. The issue or problem must be one that could be addressed through public policy, such as a law or regulation. The final product is a stand-up portfolio displaying each group’s work and an accompanying binder documenting its research.
18. Project Citizen teams identify and analyze issues and problems facing their communities and address one of the issues for their project. The issue or problem must be one that could be addressed through public policy, such as a law or regulation. The final product is a stand-up portfolio displaying each group’s work and an accompanying binder documenting its research.
26. Identify unique and innovative ways to promote, empower and perpetuate participation by citizens everywhere in the civic spectrum ∧ Planning
27. Phase Stage Month Phase One Planning August –September 2010 Phase Two Curriculum Development October – December 2010 Phase Three Teacher Training and Implementation January – May 2011 Phase Four Analysis and Dissemination June – July 2011
Civic engagement, the first identified need for this project, centers on education for participatory democratic citizenship, which has long been one of the primary purposes of schooling in the United States (Hahn &Torney-Purta, 1999 ).
Critical literacy is the second area of need addressed by this project. From the ability to make one’s mark-- a scrawled X on a legal document-- to attaining certain scores on standardized tests or discovering that a business deal depends on the ability to text-message rapidly translated negotiations with associates halfway around the world, as social, political, and technological changes have led to major shifts in the knowledge and skill necessary to succeed in life According to the National Adult Literacy Survey (NALS), which gives attention to the connections between literacy skills and social and economic variables such as voting, economic status, weeks worked, and earnings reported, “Literacy is a currency in this society.
Engaging students in real world community- based problems situates learning in contexts that personalize social action and mediate the development of knowledge and skills in social contexts that promotes a self-efficacy that is likely McCrary& Wood, 2010 to extend beyond adolescence to adulthood. Such generative learning can have long-term impact for the common good of communities in Kentucky (McCrary, 2002).
Setting for 2011 Pilot Study: Target three diverse Kentucky districts 8 th Graders Social Studies or Language Arts teachers
The groups gather information about the issue, examine policies and develop an action plan detailing the steps that need to be taken to have the appropriate school, government or other entity implement their public policy proposal.
The groups gather information about the issue, examine policies and develop an action plan detailing the steps that need to be taken to have the appropriate school, government or other entity implement their public policy proposal.
The groups gather information about the issue, examine policies and develop an action plan detailing the steps that need to be taken to have the appropriate school, government or other entity implement their public policy proposal.
Describe project
Research on youth-related programs designed with a cultural arts format have received tremendous interest, support, and financial funding from federal and local agencies, corporate donations, and other private parties as they have demonstrated the ability to social, vocational, and emotional skills that foster self-esteem, self-efficacy, and so on.
You may remember, for example, the story about a teacher and 150 teens who used writing to change themselves and the world around them
