All ETDs from UAB

Advisory Committee Chair

Jeremiah Clabough

Advisory Committee Members

Lois Christiansen

Andrew Keitt

Jenna Lachenaye

Susan Spezzini

Document Type


Date of Award


Degree Name by School

Doctor of Philosophy (PhD) School of Education


This qualitative case study examined a teacher’s perceptions of implementing a research intervention that included the discussion of public issues and analyzed student artifacts from the intervention for ideas related to taking civic action. The research inter-vention was created using indicators from the Inquiry Arc of the C3 Framework pub-lished by the National Council of the Social Studies (NCSS, 2013). The researcher used purposeful sampling to choose who would implement the research intervention. The case study took place in an 11th grade U.S. history class during the 2020-2021 school year. The methods of data collection included teacher interviews and analysis of student arti-facts generated by the research intervention. Analysis of the data generated several themes related to discussing public issues and taking civic action. Findings suggested that teaching strategies using the discussion of public issues fosters civic empathy in students akin to that identified by Endacott and Brooks (2013). However, some students had diffi-culty developing civic empathy because they failed to develop a civic identity through the intervention. Another finding also suggested that students benefit when using civic action examples that are culturally relevant to their own communities. It was also suggested that discussing public issues develops civic thinking skills, and that those skills are essential for civic literacy.

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