Openness in Scandinavian Classrooms: Student Perceptions of Teaching Practices and High Achievers of Civic Knowledge
Peer reviewed, Journal article
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Original versionCreative Education 2016, 7(5):713-723 http://doi.org/10.4236/ce.2016.75075
In this paper, we explore how teaching practices in classrooms influence students’ civic knowledge achievement in three Scandinavian countries: Denmark, Norway, and Sweden. Using data from the 2009 International Civic and Citizenship Education Study (ICCS), our investigation focuses on the measures of “open classroom climate” , which include seven items that ask students how often they experience each of the seven teaching practices during regular lessons. From the students ’ pe r- spective of teaching practices in the classroom, we hypothesize and assume that there should be a balanced combi nation of classroom practices where each method/activity carries a different weight or level of importance. Applying logistic regression analysis, we assess the effect of each of the practices on the probability with which a student becomes a high achiever of civic knowledge (as represented by odds ratios). Our results show both similarities and differences in the combin a- tions of classroom practices that have contributed to students ’ high civic knowledge achievement in the three Scandinavian countries. Our findings provide useful messages to teachers in the class- room, and they also have implications for teacher education and research.