Improve research designs, competence conceptualization, and teaching-method description in future research on teaching for democracy¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review's forward-looking recommendation is a research agenda addressing three gaps. The article states: "Our study shows that there is still much to be gained in terms of research designs, the conceptualization of democratic competences, and the description of teaching methods." Researchers designing future intervention studies on democratic education should attend to stronger designs, clearer conceptualization of the knowledge, attitude, skill, and behavior components, and more complete descriptions of the teaching methods used.

Design Implications¶

Context¶

Requirements¶

• Future studies should use research designs, competence conceptualizations, and method descriptions that address the gaps the review identifies

Constraints¶

• The recommendation responds to the state of the 51 quantitative effect studies published between 2010 and 2020

Target Learners¶

• Researchers and designers of democratic education interventions

Target Learning Goals¶

• Democratic competences (knowledge, attitude, skill, behavior)

Claims¶

• Teaching methods have differential effects on democratic competences, per a systematic review of 51 quantitative intervention studies [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Teegelbeckers, J.Y., Nieuwelink, H., & Oostdam, R.J. (2023). School-based teaching for democracy: A systematic review of teaching methods in quantitative intervention studies. Educational Research Review, 39, 100511. https://doi.org/10.1016/j.edurev.2023.100511