Convincing Features
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This Guide explains the basis on which you will be assessed in this course during the semester. It contains details of the facilitator-marked assignment.
One element in the course assessment strategy is that all students should have the same information about the assignment. This guide also contains the marking criteria that the lecturer will use in assessing your work.
Please read through the whole guide at the beginning of the course.
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Here is a detailed assignment instruction for “Case Study on Civic Education or Patriotism in Educational Institutions”.
Assignment Title:
Case Study on Civic Education or Patriotism in Educational Institutions:
Select a real-world case study where civic education or patriotism has positively or negatively impacted an educational institution.”
Assignment Guidelines:
This assignment aims to:
• Analyze the role of professionalism in an educational institution.
• Identify how civic education or patriotism (or lack thereof) influences teaching, learning, and institutional reputation.
• Critically examine real-world examples and draw lessons for professional
development in education.
• Use evidence-based arguments supported by recent literature (2021–2025).
• Present findings in an academic report and summarize them visually in slides.
Part 1: Written Report (2,000 words)
Prepare a structured and well-researched case study following this format:
A. Introduction (300–400 words)
• Define civic education or patriotism in the context of education.
• Explain its importance for educators, students, and institutional effectiveness.
• Introduce the selected case study (brief background on the institution, location, and context).
• Clearly state whether the case study highlights a positive or negative impact of civic education or patriotism.
• Outline the main areas of discussion in the paper.
B. Case St)udy Analysis (1,200–1,400 words
1. Background of the Institution
o Provide details about the institution (e.g., primary school, high school,
university, or training center).
o Describe its mission, student population, and overall reputation before the
civic education or patriotism issue arose.
2. Description of the civic education or patriotism issue or Success
o Explain the specific situation where civic education or patriotism (or lack
thereof) played a role.
o Identify the key civic education or patriotism aspects involved (e.g., integrity,
accountability, communication, reliability).
o Describe how this issue or success was recognized and addressed by the
institution or authorities.
3. Impact on the Institution
o Discuss how civic education or patriotism (or lack of it) affected various
stakeholders, such as:
▪ Students (learning experience, academic outcomes)
▪ Teachers and staff (work environment, job satisfaction)
▪ Institutional reputation (public perception, policy changes)
4. Analysis and Discussion
o Evaluate the root causes of the civic education or patriotism issue or success.
o Compare with similar cases in other institutions (if relevant).
o Support your analysis with at least THREE scholarly references (2021–
2025).
o Use theories or frameworks related to civic education or patriotism in
education.
C. Conclusion and Recommendations (300–400 words)
• Summarize key insights from the case study.
• Discuss lessons learned about civic education or patriotism in education.
• Provide practical recommendations for maintaining or improving civic education or
patriotism in similar institutions.
D. References (APA 7th Edition)
• Include at least three academic sources (journal articles, books, reports) from the last
five years (2021–2025).
E) Format:
Number of words: 1,800-2,000 excluding references
Font and Spacing: Times New Roman (12 points), double spacing.
References & Citation: APA Style
Academic Writing:
i) What is Plagiarism?
Any written assignment (essays, project, take-home exams, etc) submitted by a student must not be deceptive regarding the abilities, knowledge, or amount of work contributed by the student. There are many ways that this rule can be violated. Among them are:
o Paraphrases: The student paraphrases a closely reasoned argument of an author without acknowledging that he or she has done so. (Clearly, all our knowledge is derived from somewhere, but detailed arguments from clearly identifiable sources must be acknowledged.)
o Outright plagiarism: Large sections of the paper are simply copied from other sources, and are not acknowledged as quotations.
o Other sources: often include essays written by other students or sold by
unscrupulous organizations. Quoting from such papers is perfectly legitimate if quotation marks are used and the source is cited.
o Works by others: Taking credit deliberately or not deliberately for works
produced by another without giving proper acknowledgement. Works includes
photographs, charts, graphs, drawings, statistics, video-clips, audio-clips, verbal exchanges such as interviews or lectures, performances on television and texts printed on the web.
o The student submits the same essay to two or more courses.
ii) How can I avoid Plagiarism?
o Insert quotation marks around ‘copy and paste’ clause, phrase, sentence,
paragraph and cite the original source
o Paraphrase clause, phrase, sentence or paragraph in your own words and cite your source
o Adhere to the APA (American Psychological Association) stylistic format,
whichever applicable, when citing a source and when writing out the
bibliography or reference page
o Attempt to write independently without being overly dependent of information from another’s original works
o Educate yourself on what may be considered as common knowledge (no
copyright necessary), public domain (copyright has expired or not protected
under copyright law), or copyright (legally protected).
Whenever you quote, paraphrase, summarize, or otherwise refer to the work of another, you are required to cite its source parenthetical documentation. Offered here are some of the most commonly cited forms of material.
Direct
Simply having a thinking skill is no assurance that children will use it. In
order for such skills to become part of day-to-day behaviour, they must
be cultivated in an environment that value and sustains them. “Just as
children’s musical skills will likely lay fallow in an environment that
doesn’t encourage music, learner’s thinking skills tend to languish in a
culture that doesn’t encourage thinking” (Tishman, Perkins and Jay,
1995, p.5)
Indirect
According to Wurman (1988), the new disease of the 21st century will be
information anxiety, which has been defined as the ever-widening gap
between what one understands and what one thinks one should
understand.
All sources that you cite in your paper should be listed in the Reference section at the end of your paper. Here’s how you should do your Reference.
From a Journal
DuFour, R. (2002). The learning-centred principal: Educational Leadership,
59(8). 12-15.
From an Online Journal
Evnine, S. J. (2001). The universality of logic: On the connection
between rationality and logical ability [Electronic version].
Mind, 110, 335-367.
From a Webpage
National Park Service. (2003, February 11). Abraham Lincoln
Birthplace National Historic Site. Retrieved February 13, 2003,
from http://www.nps.gov/abli/ From a Book
Naisbitt, J. and Aburdence, M. (1989). Megatrends 2000. London:
Pan Books.
From a Chapter in a Book
Nickerson, R. (1987). Why teach thinking? In J. B. Baron & R.J. Sternberg
(Eds), Teaching thinking skills: Theory and practice. New York: W.H. Freeman
and Company. 27-37.
From a Printed Newspaper
Holden, S. (1998, May 16). Frank Sinatra dies at 82:
Matchless stylist of pop. The New York Times, pp. A1,
A22-A23.
