Title of the resource
Author(s)
Date(s) of publication or presentation
Keywords that describe basic ideas or themes of the resource
Language(s) in which the resource is presented
Pages: a page count of the resource
Publisher or provider of the resource and relevant contact information
Access: how to access the resource through its primary website or other source
Abstract: a summary of the content of the resource and why it is significant

The citations are organized in terms of four categories, and each item of CERI appears exclusively within one of these four categories:

Category 1: Standards Documents and Curricular Frameworks
Category 2: Curricular Materials
Category 3: Research/Evaluation Studies
Category 4: Theoretical/Conceptual/Propositional Studies

Category 1: Standards documents such as the National Standards for Civics and Government developed by the Center for Civic Education. The National Standards specify what students of U.S. civics and government should know and be expected to do at each level of education. Category 1 also includes curricular frameworks, such as the California Scope and Sequence a document that delineates formal courses and content in civic education by grade level. Category 1 of the inventory includes a variety of standards documents and curricular frameworks from different countries. Thus, users of CERI can examine a host of methods for constructing and presenting standards or expectations for student achievement in civics, and curricular frameworks that prescribe the educational experiences designed to bring about desired student achievement.

Category 2: Curricular materials include such items as exemplary civics textbooks, stand-alone instructional modules or sets of modules, and reference books on core content in civic education. For example, CERI includes such internationally acclaimed instructional materials as We the People: Project Citizen and Foundations of Democracy, developed by the Center for Civic Education and translated and adapted by educators in different countries to fit particular cultural contexts. It also includes a popular civics textbook-Civics for Today, published by Glencoe/McGraw-Hill that is used in many schools throughout the United States. Some standard and widely used civics textbooks from several countries of Africa, Asia, and Central/Eastern Europe are also included in CERI. This category includes reference materials for students such as Understanding Democracy, published by Oxford University Press, which contains alphabetized entries on the core concepts by which constitutional democracy is defined and understood. Users of this Inventory can examine a rich array of curricular materials for the teaching and learning of civics in countries throughout the world.

Category 3: The research and evaluation category includes monographs, journal articles, and papers that present the methods and results of inquiries ranging from experimental research to survey research to evaluation of the effectiveness of pedagogical strategies and curricular materials. One of the notable survey research reports in this inventory is the highly regarded IEA Civic Education Study, Citizenship and Education in Twenty-eight Countries: Civic Knowledge and Engagement at Age Fourteen. In addition, there are important summaries of large bodies of research about different aspects of civic education, such as the wide-ranging review of research, Civic Education: What Makes Students Learn, published by Yale University Press. This publication presents generalizations about the civic knowledge and attitudes of students derived from an examination of hundreds of research/evaluation studies across a period of more than fifty years. Users of CERI are presented with the opportunity to learn about the research/evaluation literature on civic education produced by scholars/educators of many countries in different parts of the world.

Category 4: The Theoretical/Conceptual/Propositional Studies category includes books, journal articles, conference reports, and position papers about what civic education is or should be, and proposals for methods to improve it. One notable example of the items in this category is The Civic Mission of Schools, published jointly by the Carnegie Corporation of New York and the Center for Information and Research on Civic Learning and Engagement (CIRCLE) at Tufts University in Medford, Massachusetts. This report is a position paper about the status of civic education in the United States and includes several research-based proposals for improvement. Another report included in Category 4 is Education for Democracy, produced by the Albert Shanker Institute of the American Federation of Teachers, which offers a conceptualization of democracy education. CERI provides the means by which users can explore and draw upon an extraordinary collection of reports and position papers that provide a distinctive view of international efforts in civic education.

Contributors to the Civic Education Resources Inventory

Algeria: Said Chitour
Armenia: Tigran Tovmasyn
Australia: Murray Print
Bolivia: Lourdes Maldonado
Bulgaria: Rumen Valchev
Chile: Abraham Magendzo
Colombia: Sandra Martinez and Gabriel Murillo
Council of Europe: Sarah Keating-Chetwynd
Croatia: Nevenka Loncaric-Jelacic and Alida Matkovic
Dominican Republic: Nerys Garcia
Estonia: Sulev Valdmaa
Germany: Karlheinz Duerr and Jesse Kalata
Ghana: Fanny Kumah
India: Anuradha Sen
Indonesia: Istasadhya
Israel: Aviv Cohen
Kosova: Besim Beqaj
Latvia: Aija Tuna
Lebanon: Roula Mikhael
Lithuania: Giedre Kvieskiene and Irena Zaleskiene
Malawi: Misheck Munthali
Mongolia: Narangerel Rinchon
Montenegro: Bojka Djukanovic
Northern Ireland, United Kingdom, Marianne McGill
Peru: Alberto Mesunes
Philippines: Mir Tillah
Poland: Maya Gruszczynska
Republic of Korea: Kiho Heo
Romania: Calin Rus
Russia: Sergey Losev
Senegal: Boubacar Tall
Slovakia: Marcela Maslova
Ukraine: Polina Verbytska
United States: John J. Patrick and Felisa Tibbetts

Note: The resources that comprise the Civic Education Resources Inventory (CERI) may contain inconsistencies and other variations in quality and style. They have been compiled from culturally diverse contributors of countries at different levels of political and educational development. The editors' policy has been to be as inclusive as possible with regard to acceptance of items for CERI. The Civic Education Partnership Initiative (CEPI) and its members disclaim any responsibility for the contents of the resources that comprise CERI. The identification of territories or countries in CERI does not reflect a position by CEPI and its members on the legal status of any country or territory or the delineation of any frontiers. The contents do not necessarily represent the policy of the United States Agency for International Development, nor should endorsement by the United States government be assumed.

Acknowledgments

This Civic Education Resource Inventory (CERI) is a result of the efforts of more than forty contributing scholars and civic education practitioners around the world. Hopefully, it will continue to grow as new contributors submit resource references in the future.

The Center for Civic Education and Civitas International programs wish to acknowledge and thank, in particular, Dr. John J. Patrick, Professor Emeritus of Education at Indiana University, Bloomington. Dr. Patrick designed the format and structure of the Civic Education Resource Inventory; he reviewed, edited, and organized hundreds of references to civic education resources submitted from around the world in order to ensure their consistency and ease of use.