Brett L. M. Levy

Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation.

Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of education, (c) compare and contrast the processes and purposes of IBL in our studies and fields, and (d) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 education. We ground our exploration in knowledge-generating conceptualizations and practices in these fields.

An empirical exploration of factors related to adolescents’ political efficacy

Political scientists have found that one of the strongest predictors of political participation is political efficacy, the belief that individuals’ actions can influence political processes. Prior research indicates that political efficacy increases through various experiences, such as discussions of public issues, but it does not explain why or how these experiences support the development of political efficacy. To address this gap, this paper explores the broad set of factors that influence political efficacy amongst adolescents, who are at a crucial age for identity development. By analysing interview data from 32 high school students and questionnaire responses from 142 undergraduates, I found evidence to support a model that includes a wide variety of factors that contribute to political efficacy, such as persistence, political interest and political trust. Based on this empirical model, I provide practical recommendations to educators and researchers interested in preparing students for active political participation.

Toward fostering environmental political participation: framing an agenda for environmental education research

Scholars of environmental education (EE) and education for sustainable development (ESD) have been among the environmental leaders calling for individuals to become increasingly engaged in political action aimed at addressing environmental and sustainability issues. Few, however, have studied how educational experiences might foster greater environmental political engagement. Fortunately, there is a rich body of research in political science, psychology, and education that provides insights that EE and ESD scholars and educators can build on. Studies in these domains suggest, for example, that political efficacy (the belief that individuals’ actions can influence political processes) and political interest (individuals’ willingness to pay attention to politics) are strong predictors of political participation. Moreover, these studies have shown that educators can strengthen individuals’ political efficacy and interest through activities such as open-ended discussions of political issues, opportunities to identify with politically oriented groups, and involvement in actual and simulated democratic decision-making processes. This conceptual paper: (1) reviews the broad support for preparing individuals for environmental political participation through education, (2) synthesizes research on the factors that influence political participation, (3) provides a theoretical framework for researchers and educators interested in fostering environmental political participation, and (4) offers recommendations for descriptive, measurement, and educational studies that can provide educators with further guidance on how to foster individuals’ environmental political participation.

Fostering Political Interest among Youth during the 2012 Presidential Election: Instructional Opportunities and Challenges in a Swing State.

Political interest is one of the most consistent predictors of political participation, but little research has examined how it develops. This study explores adolescents’ political interest development during the 2012 U.S. presidential election. The research team collected and analyzed longitudinal data (surveys, interviews, observations) in high schools located in conservative, liberal, and centrist communities within one swing state. Findings indicate that students’ political interest increased during the election. These increases were related to greater public attention to politics and having opportunities to explore multiple sides of political issues and express political opinions. When guiding such experiences, some teachers struggled with various challenges, including one-sided political environments and students’ political cynicism. This study has numerous implications for education in democratic societies.

Youth Developing Political Efficacy Through Social Learning Experiences: Becoming Active Participants in a Supportive Model United Nations Club

Abstract Prior research indicates that individuals are more likely to take political action (e.g., vote, contact representatives, protest) when they have higher levels of political efficacy, the belief that one’s actions can influence political processes. In this mixed methods longitudinal study, I draw on Wenger’s and Bandura’s theories of social learning to examine how adolescents’ political efficacy developed during their experiences in a Model United Nations club. Through analyses of data from questionnaires, interviews, and observations, I found that students’ political efficacy increased as they became active club participants. Supportive relationships with club peers and advisors encouraged regular involvement, which in turn provided participants repeated opportunities to prepare for and practice authentic political tasks—experiences that supported their political efficacy. These findings enhance our understanding of successful democratic education and have useful implications for educators and researchers interested in political engagement.

What's Money Got to Do with It? Fostering Productive Discussions about Campaign Finance

Schools throughout the United States provide instruction on democracy, voting, and major institutions of government, but often excluded from the curriculum is a central reality of our political system: the role of money in elections. This article provides background information and pedagogical strategies to help teachers foster productive discussions on this issue. First, we summarize recent increases in U.S. election spending and five schools of thought on how to address this trend. Then we present various classroom discussion and assessment strategies for supporting students’ learning about our current campaign finance system and its potential alternatives. These processes can facilitate students’ development of important civic knowledge and skills and also fulfill a variety of state and national standards.