Teaching civic topics in four societies: Examining national context and teacher confidence

Theresa Alviar-Martin, Jennifer D. Randall, Ellen L. Usher, George Engelhard

Research output: Contribution to journalArticlepeer-review

23 Scopus citations


The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United States (N = 1375) to address civic topics with their students. The authors also used differential item functioning models to examine responses to items from the Teacher Confidence Scale of the International Association for the Evaluation of Educational Achievement's Civic Education Study (J. Tomey-Purta, R. Lehmann, H. Oswald, & W. Schulz, 2001; J. Torney-Purta, J. Schwille, & J. Amadeo, 1999). National case-study data explained findings within each context. Results revealed that the confidence of teachers varied when they addressed civic topics. Furthermore, teacher confidence varied as a function of country of residence. Case studies supported quantitative findings. Society-based factors, school-based factors, and public discourse illuminated effects of national context on teacher confidence. copyright

Original languageEnglish
Pages (from-to)177-188
Number of pages12
JournalJournal of Educational Research
Issue number3
StatePublished - Jan 2008


  • Civic education
  • Political socialization
  • Rasch analysis
  • Teacher self-efficacy

ASJC Scopus subject areas

  • Education


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