Immigrant students and Civics instruction: Using an asset-based approach for teaching and learning in high school Civics classrooms in a new gateway state
Presentation
Overview
Overview
Description
This qualitative collective case study with six high school Civics teachers in an area with a rapidly rising immigrant student population revealed that using an “asset-based approach” to teaching Civics with immigrant students enriched teaching and learning for all students. Using a combined theoretical framework of additive acculturation, civic education, and codetermination, this study identifies three sites of enriched Civics teaching and learning.
