Areas Of Citizenship Research Articles

A Meta-Analysis of the Relationship Between Organizational Citizenship Behavior and Employee Performance

This paper aims to identify research trends on values and organizational citizenship behavior (OCB) and their effect on employee performance globally. The Method used in this study is qualitative research with literature review. As for the data found, 109 documents were obtained and analyzed 2014-2023. This dataset was converted to CSV format andfor Bibliometrix in the analysis using VOSviwer. The study included publication distribution year, country, keywords, and authors. This study's findings show that the research trend from 2014 to 2023 indexed by Scopus has increased. 2020 became the year with the highest number of research publications on Citizenship Organizational Behavior and Employee Performance. Indonesia was identified as the country that contributed the most to the publication of this research, with studies in Citizenship Organizational Behavior, Job Rotation, and Physical Work Environment. This paper reveals the research trends and areas of Citizenship, Organizational Behavior, and employee performance. The results help scholars quickly understand the research of Citizenship Organizational Behavior

A Meta-Analysis of the Relationship Between Organizational Citizenship Behavior and Employee Performance

This paper aims to identify research trends on values and organizational citizenship behavior (OCB) and their effect on employee performance globally. The Method used in this study is qualitative research with literature review. As for the data found, 109 documents were obtained and analyzed 2014-2023. This dataset was converted to CSV format andfor Bibliometrix in the analysis using VOSviwer. The study included publication distribution year, country, keywords, and authors. This study's findings show that the research trend from 2014 to 2023 indexed by Scopus has increased. 2020 became the year with the highest number of research publications on Citizenship Organizational Behavior and Employee Performance. Indonesia was identified as the country that contributed the most to the publication of this research, with studies in Citizenship Organizational Behavior, Job Rotation, and Physical Work Environment. This paper reveals the research trends and areas of Citizenship, Organizational Behavior, and employee performance. The results help scholars quickly understand the research of Citizenship Organizational Behavior

The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

<p style="text-align:justify">The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problem-solving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.</p>

Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)

The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.

Prioritizing social and moral learning amid conservative curriculum trends: spaces of possibility

Conservative trends across western schooling contexts are signalling an explicit devaluing of social and moral learning within their official curriculum mandates. These mandates are increasingly privileging the ‘academic rigour’ of traditional subject disciplines. This paper draws on interview and observation data from a case study of a large and highly diverse English secondary school to explore this school’s prioritizing of social and moral learning. Such prioritizing is supported at this school by its ‘Academy’ status—which in the English context allows schools a measure of freedom over curriculum as part of broader government moves to increase school autonomy. The paper’s focus is on how these conservative trends are understood and disrupted to support a critical view of existing curriculum and a desire to modify and re-shape it to support more relevant and connected learning for students. The paper describes particular examples of practice at the school in the areas of Citizenship and Religious Education to illustrate this approach. Engaging with social and moral learning along these lines is argued as productive in working within and against the constraints of current conservative curriculum priorities.

The Serbian Ministry of Interior and administrative procedure in the area of citizenship

The area of citizenship, as well as of citizens' other personal statuses, has a deep impact to the social life and is important both for the citizens and for the public administration performance. The Ministry of Interior seeks to provide conditions for every citizen to exercise their constitutionally guaranteed rights and takes care of effective and efficient enjoyment of the citizens' rights and ensures a secure legal environment. The paper is restricted to the analysis of legal regulation and practice in this field. It will emphasize the specificity of administrative procedure consisting of the power to enact laws by discretion, and in the particular cases, strictly stipulated by the law, to apply force. Decisions and actions in this matter are subject to both administrative and judicial control, and to certain forms of parliamentary control, through the Ombudsman. The paper will also tackle the issue of adoption and implementation of generally accepted international rules.

My (Black) Britain: The West Indies and Britain in Twenty-First Century Nonfiction Picture Books

Prior to the twenty-first century, nonfiction picture books in Britain rarely focused on the Black British community. As twenty-first-century Britain struggles to define itself, the education system is one way of institutionalizing and standardizing what it means to be British. By aligning with the National Curriculum standards, publishers of children’s nonfiction have found ways to negotiate boundaries and re-envision meaning. Recent texts have used traditional models for British children’s nonfiction to focus on areas of citizenship, identity, and history, but by redefining the boundaries between nation/outsider, self/other, and insider/outsider, have created new spaces for British identity and citizenship.

Gestão social e cidadania deliberativa: a experiência de Ilha Comprida - São Paulo

Este artigo tem por objetivo discutir a atuação de diferentes atores na gestão social, tendo como foco o processo de cidadania deliberativa. Especificamente, pretende-se analisar a construção do Programa de extração de samambaia silvestre que ocorreu no município de Ilha Comprida. O caso em destaque ocorreu no Vale do Ribeira, território de cidadania localizado no Estado de São Paulo. Para o alcance dos objetivos propostos, utilizou-se como metodologia de pesquisa a história oral. Foram realizadas onze entrevistas pessoais com gestores públicos, técnicos municipais, estadual e federal e, principalmente, membros da comunidade local. Os dados, informações e as entrevistas foram sistematizados por meio de estudo de caso. Os resultados da pesquisa evidenciaram a importância da combinação dos conhecimentos tácitos, técnicos e científicos na construção de uma experiência inovadora e relevante neste território da cidadania. Além disso, foi possível concluir que o fluxo de ações presentes no processo decisório é permeado por diversos fatos, diálogos e eventos inesperados e não lineares que são, na maior parte das vezes, ignorados por boa parte da literatura administrativa tradicional; mas que, por outro lado, estão presentes ao que alguns pesquisadores denominam de cidadania deliberativa (HABERMAS, 2003 e TENÓRIO, 2005). Sendo assim, o estudo contribui para a compreensão de limitações e possibilidades da gestão social tendo por referência os olhares dos distintos atores, indicando que o processo de cidadania deliberativa pode se constituir em uma estratégia eficaz para o desenvolvimento local contextualizado no território.

Intercultural Identities: Addressing the Global Dimension through Art Education

AbstractRecent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education and welfare. The significance of global development education within a holistic curriculum acknowledges the increased awareness of the interconnected nature of our relationship with each other and with the planet we share as world citizens. The arts have a strong track‐record in addressing such key issues – challenging hierarchical paradigms which reinforce prejudice and stereotyping, the arts encourage reflexive processes and critical engagement with diversity and pluralist perspectives. This article investigates curricular approaches to the global dimension within education in relation to theoretical perspectives and policies, presenting an intercultural art case study as a model of practice in engaging diverse participants in reflection on their own and others' experiences across a range of socio‐cultural contexts. Current political shifts reaffirming the centrality of the discrete disciplines over cross‐curricular practice could potentially undermine a more holistic approach to education. The article argues that policy and practice, implemented in response to changing political and philosophical ideology, must nevertheless maintain a commitment to fostering interdisciplinary values of cultural awareness. Such practice must form part of an inclusive internationalist educational vision, impacting on social cohesion.

Human rights CPD

We continue SecEd's support for Amnesty International's education work by asking Laura Jayatillake, to explain the free CPD training the charity is offering teachers in the crucial areas of citizenship and international human rights

Citizenship in the Faroe Islands: Participant, Parochial or Colonial?

This article analyses citizenship and political culture in the Faroe Islands based on a quantitative survey carried out in summer 2004. Located theoretically in the tradition of Scandinavian citizenship investigations and its predecessors in the ‘civic culture’ tradition of Almond and Verba, four areas of citizenship are analysed: political engagement, democratic participation, political efficacy and democratic identity. The main hypothesis is that the character of citizenship in the Faroe Islands is very similar to that found in the Scandinavian countries in general. While most of the results found confirm this hypothesis, there are a number of special features that demand alternative explanations. Thus, the fact that the Faroese score much below the Scandinavian average concerning ‘postmodern’ forms of political participation like political consumption or boycott of goods, and that gender differences are bigger than in other Scandinavian countries when it comes to female representation in the Faroese parliament and in government, seems better explained by the relative remoteness of the islands from the Scandinavian political and cultural mainstream (the parochialism hypothesis). Also the fact that the Faroese are much less confident in speaking at public meetings, sending letters to newspapers or complaining to authorities than, for example, Danes in general calls for an alternative explanation. As these features go together with much less knowledge about and confidence in the Danish parliament (‘Folketinget’) and a lower level of efficacy towards the parliament than among Danes in general, the most likely explanation seem to be found in the way in which Danish supremacy has affected political culture in the Faroe Islands (the colonialism hypothesis).

Constructing Citizenship: Comparing the Views of Students in Australia, Hong Kong, and the United States

Young citizens growing up in different societies experience multiple socialization processes that help to shape their values and attitudes toward the political life of their societies. Gabriel Almond and G. Bingham Powell (1996, 47) have pointed out that “each community’s political culture exists uniquely in its own time and place. The attitudes and beliefs of its citizens are shaped by their personal experiences.” Yet across countries, common patterns of citizenship values have been identified. Dian Kiwan (2005, 38) has identified five broad conceptions of citizenship: “moral, legal, identity-based, participatory and cosmopolitan.” Michael Walzer (1994) distinguished between “thin” and “thick” conceptions of citizenship, with thin conceptions roughly equivalent to Kiwan’s moral and legal categories and thick conceptions covering the other three categories. Although Diemut Bubeck (1995) questioned the adequacy of Walzer’s conceptions, claiming that some conceptions of citizenship have both thin and thick components, Walzer’s categorization, nevertheless, provides a useful way of understanding the way citizens across societies view their political roles. Thin conceptions of citizenship can be characterized as rights based, concerned with status in the political community and providing a somewhat passive role for citizens, such as obeying laws and voting periodically. Thick conceptions of citizenship, however, have much higher expectations of citizens in terms of their virtues, their expected participation, and their performance in the community. Other writers on citizenship have expressed similar views, especially in relation to democratic citizenship (Barber 1984; Heater 2004). For example, in his historical review of citizenship, Heater showed that citizenship developed from formal, legal, and rights-based emphases to multiple and global citizenship, requiring commitments beyond state-defined duties and responsibilities. Terence McLaughlin’s (1992) notion of minimal and maximal citizenship also identifies four sets of thin and thick features in various areas of citizenship, that is, form and substance in citizenship identity; private and public in citizenship virtues; passive and active in political involvement; and closed and open in social prerequisites, with the former as a thin feature of citizenship and the latter as thick in the four respective citizenship areas.

Hongrie, Lettonie, Estonie : l'Union européenne et la citoyenneté

Hungary Estonia and Latvia The EU and Citizenship by Gilles MENTRE Both Hungary on the one hand and Estonia and Latvia on the other hand face important minority issues Within this perspective they have all in the past years modified their legislations on citizenship creating quasi-citizen statuses Concerns that these reforms might cause discrimination once these countries have joined the European Union have led the Commission to interfere in the areas of citizenship and minority rights in an audacious way The results have been phasing out of the sta tuses currently under process The question remains of the future implication of the EU in these fields now that the enlargement process is about to be completed

Bringing Home Diversity: A Service-Learning Approach to Teaching Race and Ethnic Relations

In this article, the author tests claims about students' development and sociological learning by comparing two classes of students enrolled in a race and ethnic relations course - one section that took the course as a service-learning course and another that took it as a lecture-discussion course with some required experiential exercises. Change in students' development over the course of the semester is examined in the areas of citizenship, empowerment, diversity awareness, leadership, moral development, and rejection of individualistic explanations of social problems. Based on results from changes in survey responses, service-learning pedagogy appears to have an advantage over experiential learning with respect to students' development in these six areas. Students enrolled in the service-learning section of race and ethnic Relations engaged in service-learning projects by either: (1) working as an intern at an appropriate site; (2) working on a group project-either working with a Latino agency to survey the community's health care needs, or compiling a curriculum for an educational initiative in a housing project, or testing local financial institutions to determine whether they were discriminating against Hispanic with respect to their fees for money-wiring services; or (3) working on a large, ongoing violence-prevention project.

National Identities, National Pride and Xenophobia: A Comparison of Four Western Countries

This article scrutinizes the theoretically proposed positive sides of different forms of civic national attachment. Data come from the International Social Survey Programme (ISSP) 1995, which is a programme for cross-country comparative attitude studies. Two different forms of attachment and their relationships to xenophobia have been examined, namely national identity and national pride. In order to dismiss possible country-specific phenomena, four Western countries, Australia, Germany, Britain and Sweden were studied. The choice of countries was based on the different policy regimes implemented in the areas of citizenship and immigration, which illustrate how the nation-state is conceptualized in the different countries. The results show that both civic national identity and national pride go together with xenophobia, whereas the reverse holds for ethnic national identity and national pride in all four countries, despite their different conceptualizations of the nation-state. In all, the article gives empirical support for the proposed theoretical argument of a separation of the civic and ethnic in society.

Software design to support discussion in the primary curriculum

This paper puts forward a framework for the integration of pedagogy and software design to support educationally valuable discussion within the primary curriculum. In order to illustrate and to evaluate this framework, two educational programs were designed to be used in conjunction with a series of lessons to coach the use of ‘exploratory talk’ in small group work. Evaluation of the first item of software, in the area of citizenship, focused upon the difference that off‐computer lessons in exploratory talk made to the way it was used. Evaluation of the second program, in the area of science, focused on the effect of the overall approach on learning outcomes. The results of these two illustrative studies support the value of the proposed framework. The first shows that combining software design with the off‐computer coaching of exploratory talk can enhance the quality of interactions at the computer. The second shows that, with this pedagogical framework, computers can be used to stimulate collaborative learning and to direct it towards curriculum goals.

National identity: A comparison of Sweden, Germany and Australia

This article compares three countries with different policy regimes in the area of citizenship and immigration, namely Australia, Germany and Sweden. Australia is here defined as multicultural, Germany as ‘ethnic’ and Sweden as semi‐multicultural. The aim is to see, first, if differences in policy regimes are reflected in the attitudes of national identity amongst the citizens, and second, to assess the effects different forms of national identity have on xenophobia. The conclusions are, first, that in spite of different policy regimes, national identity is constituted in similar ways in the three countries and, second, that the common subdivision of national identity into an ‘ethnic’ and a civic part may warrant reconsideration. Third, different types of national identity appear to affect xenophobia similarly in all the three countries under examination, namely in a way which supports the common assumption that civic identities are preferable to ethnic ones.

The modern family physician.

America needs more young general practitioners, yet the decline in medical students planning general practice is alarming. A physician, by acquiring through medical-school training the essential skills of the profession and by devoting these skills to his patients' welfare, can in truth become the family doctor—the key man of the medical profession. If there are fewer family doctors using their abilities and influence in the broad area of citizenship, in improving public relations, and in humanizing and personalizing medicine, the profession will lose its influence. Cooperation of the American Medical Association, the Council on Medical Education and Hospitals, the American Academy of General Practice, and the Advisory Board on Medical Specialties is needed to encourage formation of a Board of General Practice, thereby giving incentive to young men to enter general practice.

Harvard Reaffirms the Academic Tradition

vision of labor, human responsibilities can be divided into two kinds: (i) the specialized duties of one's calling and (2) the unspecialized duties of general living by laymen, in the areas of citizenship, physical living and health care, family life, recreation, amateur arts, association, communication, religion, the seventy-year life of emotion, and the seventy-year life of the understanding. A person engages in the activities of his vocation for 30 to 50 hours a week and in his activities as a layman about 120 to 140 hours. He is, then, parttime specialist and part-time layman, but he is a layman for three times as many hours as he is a worker in his calling. It is taken for granted that a person should be competent in his vocation. However, as the world now operates, it is increasingly evident that he needs also to be competent as a layman. For both roles he needs abun-