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these factors can contribute to a particularly important for schools
deeper understanding of situated in less well-resourced
citizenship education in Hong communities. Where possible, a
Kong. wide range of opportunities (e.g.,
extra-curriculum activities) should
In the current study, Resources in be provided, even if these are
the Local Community was found to outside the immediate area of the
be the only factor that revealed a school, to ensure that students
significant impact on students?? can engage in community-based
civic learning. This finding is in line learning. This is an important
with the ICCS International Report finding for school leaders,
(Schulz et al., 2010) that reported especially curriculum leaders, who
a positive relation between need to ensure that civic learning
sufficiency and type of community outside of schools is a feature of
resources and students??civic the school curriculum and student
knowledge test scores. It was also experiences.
the case in Wilkenfeld? (2009)
study where it was argued that the To sum up, accurate specification
accessibility of community of the nature of civic learning and
resources affected young people? its indirect effects, direct effects,
interaction with community or both) is fundamental to
members and these community informing stakeholders of the
interactions led to improved strategies and intermediary
civic knowledge achievement targets that are most likely to
(Wilkenfeld, 2009). This is meaningfully achieve the desired
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