Powerful Design Principles and Processes: Lessons from a Case of Ambitious Civics Education Curriculum Planning. A Response to "Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text"

Authors

Todd Dinkelman, University of GeorgiaFollow

Abstract

In "Reinventing the High School Government Course," the authors presented the latest iteration of an ambitious AP government course developed over a seven-year design-based implementation research project. Chiefly addressed to curriculum developers and civics teachers, the article elaborates key design principles, provides a description of both the substance and structure of the course, and explains the pedagogical aims and practices of the course. I review this outstanding work by providing a discussion of what I think this research might do for the intended audience and close with a few considerations that extend the authors’ own questions and concerns about the course.

Response to Article

Walter C. Parker and Jane C. Lo, Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text

Recommended Citation

Dinkelman, T. (2016). Powerful Design Principles and Processes: Lessons from a Case of Ambitious Civics Education Curriculum Planning. A Response to "Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text". Democracy and Education, 24 (2), Article 11.
Available at: https://democracyeducationjournal.org/home/vol24/iss2/11