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| Srl | Item |
| 1 |
ID:
153817
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| Summary/Abstract |
Active and cooperative learning is integral to many social science classes, as it increases student motivation, improves communication skills, and stimulates creative thinking. Many political science departments break large lectures down into smaller, weekly tutorial groups to foster active learning. But do all students participate equally in active, participatory learning? We use an original dataset measuring self-reported participation and a number of important predictors (student gender, race, and language proficiency) collected from 700 undergraduate students in 91 political science tutorials. We find that participation does vary across social groups, even when controlling for psychological and some contextual factors. Female students participate significantly less than males, racial minorities report speaking less frequently than white students, and students with lower English-proficiency (the language of instruction) also participate less. In light of these findings, we offer suggestions for instructors on how to motivate all students to find their voice in the classroom.
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| 2 |
ID:
181101
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| Summary/Abstract |
The last decade has seen a proliferation of studies on the consequences of civil wars; yet, we are far from reaching a consensus about what wars leave behind. In this review, we summarise findings from recent scholarship on four areas of importance for post-war politics: civic attitudes, prosocial behaviours, political participation and partisanship. We summarise findings, and suggest ways to answer contradictory or conflicting findings in the existing research by comparing across different literatures. We identify weaknesses in methods and measurement, and provide clear suggestions for future research, particularly calling for greater attention to wartime dynamics, measurement, and mechanisms.
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