A.B., Psychology (with
great distinction), Stanford University (1959)
M.A., Human Development,
University of Chicago, Division of Social Sciences (1962)
Ph.D., Human Development,
University of Chicago, Division of Social Sciences, Principal fields:
developmental psychology, political attitudes in young people (1965)
Assistant Professor of Psychology,
Illinois Institute of Technology (1967-69)
Assistant Professor of Education,
University of Illinois-Chicago (1969-70)
Associate Professor of
Psychology, University of Illinois-Chicago (1970-77)
Professor of Psychology,
University of Illinois-Chicago. Academic and administrative responsibilities:
division head in developmental psychology; developer of the applied psychology
undergraduate major, doctoral research supervision. (1977-1981)
Professor of Human Development,
College of Education, University of Maryland, College Park. Academic and
administrative responsibilities: teaching developmental, educational and
cross-cultural psychology; doctoral research supervision. (1981-present)
Visiting Professor, School of
Education (SIDEC), Stanford University (1987-1988, 1991, 1999)
Visiting Scholar, Center on
Political Psychology, Department of Political Science, University of Minnesota,
Twin Cities (2005-2006)
Consultant, Political Engagement
Project, Carnegie Foundation for the Advancement of Teaching, (2002-2007)
Affiliations (associations, organizations, institutions)
Association. Fellow in five Divisions (on teaching, educational psychology,
international psychology, social issues in psychology, and child/family
policy); Decade of Behavior Research Award in Democracy, International Mentor
International Association for the
Evaluation of Educational Achievement (IEA). Chair of two projects on civic
education and planning committee member for a third, Honorary Member of the
General Assembly of IEA (1967-present)
Comparative and International
Education Society. Claude Eggertson Lecturer on the use of cross-national data
in policy making, member of Editorial Board for the Comparative Education Review,
member of Council (1979-present)
International Society for
Political Psychology. Nevitt Sanford Award for application of scholarly work in
political psychology, member of Governing Council (1984-2006)
U.S. National Committee on
Psychological Sciences (National Academy of Sciences). Committee member and
consultant for report on international collaboration (2005-present)
Torney, J.V., Oppenheim,
A. N. & Farnen, R. F. (1975). Civic
education in ten countries: An empirical study. New York: Halsted Press of
John Wiley and Stockholm: Almqvist and Wiksell.
Torney-Purta, J. & Schwille,
J. (1986). Civic values learned in school: Policy and practice in
industrialized countries. Comparative
Education Review, 30, 30-49.
Torney-Purta, J. (1992).
Cognitive representations of the international political and economic systems
in adolescents. In H. Haste & J. Torney-Purta (Eds.), The development of political
understanding. San Francisco: Jossey Bass (New Directions in Child
Development). (pp. 11-25).
Torney-Purta, J. (1994).
Dimensions of adolescents' reasoning about political and historical issues:
Ontological switches, developmental processes, and situated learning. In J.
Voss and M. Carretera (Eds.), Cognitive
and instructional processes in history and social sciences. Hillsdale,
N.J.: Lawrence Erlbaum Associates. (pp. 103-121).
Torney-Purta, J., Schwille, J.
& Amadeo, J. (Eds.). (1999). Civic
education across countries: Twenty-four case studies from the IEA Civic
Education Project. Amsterdam: International Association for the Evaluation
of Educational Achievement.
Torney-Purta, J., Lehmann, R.,
Oswald, H. & Schulz, W. (2001). Citizenship
and education in twenty-eight countries: Civic knowledge and engagement at age
fourteen. Amsterdam: International Association for the Evaluation of
Steiner-Khamsi, G., Torney-Purta,
J. & Schwille, J. (Eds.) (2002). New
paradigms and recurring paradoxes in education for citizenship. Amsterdam:
Elsevier Science (JAI Press).
Torney-Purta, J. (2002). The
school's role in developing civic engagement: A study of adolescents in
twenty-eight countries. Applied
Developmental Science, 6, 202-211.
Torney-Purta, J. (2002). Patterns
in the civic knowledge, engagement, and attitudes of European adolescents: The
IEA Civic Education Study. European
Journal of Education, 37 (2), 129-141.
Torney-Purta, J. & Amadeo, J.
democracy in the Americas through civic education: An empirical analysis of the
views of students and teachers. Washington, D.C.: Organization of American
States (also in Spanish)
Torney-Purta, J. &
Richardson, W. K. (2004). Anticipated political engagement among adolescents in
Australia, England, Norway, and the United States. In J. Demaine (Ed.), Citizenship and political education
today. London: Palgrave/Macmillan (pp. 41-58)
Torney-Purta, J., Barber, C.
& Richardson, W. K. (2004). Trust in government related institutions and
political engagement among adolescents in six countries. Acta Politica, 380-406.
Torney-Purta, J., Barber, C.
& Wilkenfeld, B. (2007). Latino adolescents' civic development in the
United States: Research results from the IEA Civic Education Study. Journal of Youth and
Adolescence, 36, 111-125.
Torney-Purta, J, Amadeo, J. &
Richardson, W. (2007). Civic service among youth in Chile, Denmark, England and
the United States: A psychological perspective. In M. Sherraden & A.
McBride (Eds.). Civic service
worldwide: Impacts and inquiries. Armonk, N.Y: M.E. Sharpe. (pp. 95-132).
Torney-Purta, J. (2007).
Democracy is not only for politicians; citizenship education is not only for
schools. In E. Stevick & B. A. E. Levinson (Eds.), Reimaging civic education: How
diverse societies form democratic citizens. Lanham, MD: Rowman and
Littlefield. (pp. 317-331).
Contributed By: Gary Homana, University of Maryland