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