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Civics education at the high school level
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Strobel, Matthew G.. Civics education at the high school level. Retrieved from https://doi.org/doi:10.7282/T36973RT

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TitleCivics education at the high school level
NameStrobel, Matthew G. (author); Gantwerk, Lew (chair); Forman, Susan (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2009
Other Date2009-10 (degree)
SubjectSchool Psychology, Civics--Study and teaching, Citizenship--Study and teaching
Extentvi, 143 p.
DescriptionThis dissertation is a single case study of an interdisciplinary research project combining the fields of school psychology and political science, exploring a new role for school psychology. The single case design was utilized in order to document the project and provide an understanding of the process. The interdisciplinary team included undergraduate political science interns, the director of the Youth Political Participation Program at the Eagleton Institute of Politics, and a school psychology graduate student
from the Graduate School of Applied and Professional Psychology. The team worked to design, implement, and evaluate a high school civics education program within one academic year. The program was designed to increase the civic engagement levels of high school seniors. Civics education has decreased and many students are unprepared to be active citizens after graduating high schools. The program was implemented in two urban high schools and one out of district high school. Individuals in these populations
have been found to have lower levels of political participation. Many barriers were faced during the design, implementation, and evaluation phases, and discussion includes how barriers were overcome. A key component of the project were trainings provided by the
graduate student for the undergraduate interns. These trainings taught the undergraduates about program design, implementation, and evaluation, schools as systems, and working with diverse populations. Direct feedback was collected from students and school staff
and analyzed to evaluate the effectiveness of the program. The program was found to be effective in all schools, though effectiveness varied based on population.
NotePsy.D.
NoteIncludes bibliographical references (p. 121-127)
Noteby Matthew G. Strobel
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T36973RT
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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