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Becoming active citizens : practices to engage students in civic education across the curriculum / / Tom Driscoll, Shawn W. McCusker



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Autore: Driscoll Tom Visualizza persona
Titolo: Becoming active citizens : practices to engage students in civic education across the curriculum / / Tom Driscoll, Shawn W. McCusker Visualizza cluster
Pubblicazione: Bloomington, Indiana : , : Solution Tree Press, , [2022]
©2022
Edizione: 1st ed.
Descrizione fisica: 1 online resource (xiv, 160 pages) : illustrations
Disciplina: 370.11/5
Soggetto topico: Civics - Study and teaching
Citizenship - Study and teaching
Political sociology
Persona (resp. second.): McCuskerShawn W.
Nota di bibliografia: Includes bibliographical references and index.
Nota di contenuto: Intro -- Acknowledgments -- Untitled -- Table of Contents -- About the Authors -- Introduction -- Part I -- Chapter 1 -- Chapter 2 -- Part II -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Part III -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Epilogue -- References and Resources -- Index.
Sommario/riassunto: "In Becoming Active Citizens: Practices to Engage Students in Civic Education Across the Curriculum, authors Tom Driscoll and Shawn W. McCusker provide educators with tools and strategies to reimagine civics education. Often, civics instruction in schools does not prepare or empower students to participate in civic discourse or other forms of civic engagement. Without high-quality civics education, students lack the skills and knowledge to participate in democracy, placing them at a disadvantage. The authors share practical strategies and technological resources to transform and reignite civics education. By reading Becoming Active Citizens, educators discover how to create authentic, engaging civics learning experiences for all students"--
Titolo autorizzato: Becoming active citizens  Visualizza cluster
ISBN: 1-952812-94-1
Formato: Materiale a stampa
Livello bibliografico Monografia
Lingua di pubblicazione: Inglese
Record Nr.: 9910824584803321
Lo trovi qui: Univ. Federico II
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