Democratic Practices as Learning Opportunities PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Democratic Practices as Learning Opportunities PDF full book. Access full book title Democratic Practices as Learning Opportunities by . Download full books in PDF and EPUB format.
Author:
Publisher: BRILL
ISBN: 9087903391
Category : Education
Languages : en
Pages : 204
Get Book
Book Description
Author:
Publisher: BRILL
ISBN: 9087903391
Category : Education
Languages : en
Pages : 204
Get Book
Book Description
Author: Arthur Pearl
Publisher: R & L Education
ISBN:
Category : Education
Languages : en
Pages : 160
Get Book
Book Description
This book presents the findings of eleven teacher educators as they examine the meaning of democracy and its application to classroom practice. It will stimulate interest, understanding, and competence in the development of democratic practices at all levels of schooling.
Author: Carla Marschall
Publisher: Corwin Press
ISBN: 1071835920
Category : Education
Languages : en
Pages : 518
Get Book
Book Description
Nautilus Gold Award Winner (Books for a Better World) in Social Sciences & Education Create inclusive, democratic classrooms that prepare knowledgeable, compassionate, and engaged global citizens. Today’s global challenges—climate change, food and water insecurity, social and economic inequality, and a global pandemic—demand that educators prepare students to become compassionate, critical thinkers who can explore alternative futures. Their own, others’, and the planet’s well-being depend on it. Worldwise Learning presents a "Pedagogy for People, Planet, and Prosperity" that supports K-8 educators in nurturing "Worldwise Learners": students who both deeply understand and purposefully act when learning about global challenges. Coupling theory with practice, this book builds educators’ understanding of how curriculum and meaningful interdisciplinary learning can be organized around local, global, and intercultural issues, and provides a detailed framework for making those issues come alive in the classroom. Richly illustrated, each innovative chapter asserts a transformational approach to teaching and learning following an original three-part inquiry cycle, and includes: Practical classroom strategies to implement Worldwise Learning at the lesson level, along with tips for scaffolding students’ thinking. Images of student work and vignettes of learning experiences that help educators visualize authentic Worldwise Learning moments. Stories that spotlight Worldwise Learning in action from diverse student, teacher, and organization perspectives. An exemplar unit plan that illustrates how the planning process links to and can support teaching and learning about global challenges. QR codes that link to additional lesson and unit plans, educational resources, videos of strategies, and interviews with educators and thought leaders on a companion website, where teachers can discuss topics and share ideas with each other. Worldwise Learning turns students into local and global citizens who feel genuine concern for the world around them, living their learning with intention and purpose. The time is now.
Author: Anna S. Ochoa-Becker
Publisher: IAP
ISBN: 1607525836
Category : Education
Languages : en
Pages : 365
Get Book
Book Description
In the first edition of this book published in 1988, Shirley Engle and I offered a broader and more democratic curriculum as an alternative to the persistent back-to-the-basics rhetoric of the ‘70s and ‘80s. This curriculum urged attention to democratic practices and curricula in the school if we wanted to improve the quality of citizen participation and strengthen this democracy. School practices during that period reflected a much lower priority for social studies. Fewer social studies offerings, fewer credits required for graduation and in many cases, the job descriptions of social studies curriculum coordinators were transformed by changing their roles to general curriculum consultants. The mentality that prevailed in the nation’s schools was “back to the basics” and the basics never included or even considered the importance of heightening the education of citizens. We certainly agree that citizens must be able to read, write and calculate but these abilities are not sufficient for effective citizenship in a democracy. This version of the original work appears at a time when young citizens, teachers and schools find themselves deluged by a proliferation of curriculum standards and concomitant mandatory testing. In the ‘90s, virtually all subject areas including United States history, geography, economic and civics developed curriculum standards, many funded by the federal government. Subsequently, the National Council for the Social Studies issued the Social Studies Curriculum Standards that received no federal support. Accountability, captured in the No Child Left Behind Act passed by Congress, has become a powerful, political imperative that has a substantial and disturbing influence on the curriculum, teaching and learning in the first decade of the 21st century.
Author: Ruthanne Kurth-Schai
Publisher: IAP
ISBN: 1681234254
Category : Education
Languages : en
Pages : 208
Get Book
Book Description
The future of public education and democracy is at risk. Powerful forces are eroding commitment to public schools and weakening democratic resolve. Yet even in deeply troubling times, it is possible to broaden social imagination and empower effective advocacy for systemic progressive reform. Re-envisioning Education and Democracy explores challenges and opportunities for restructuring public education to establish and sustain more broadly inclusive, deeply democratic, and effectively transforming approaches to social inquiry and civic participation. Re-envisioning Education and Democracy adopts a non-traditional format to extend social awareness and imagination. Within each chapter, one episode of an evolving strategic narrative traces the life cycle of a systemic reform initiative. This is followed by an exploratory essay that draws from theory, research, criticism, and practice to prompt consideration of focal issues. Woven through each chapter is a poetically framed meditative stream informed by varied historical and cultural conceptions of oracles. A developmental sequence of social learning strategies (exploratory democratic practices), accompanied by thematic bibliographic references, are included to model democratic teaching and learning applicable in classroom and community settings.
Author: Cara E. Furman
Publisher:
ISBN: 0807764868
Category : Education
Languages : en
Pages : 217
Get Book
Book Description
What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity. The authors argue that teachers must attend to who a child is and find a way to create classrooms that allow everyone to feel safe and express ideas. Responding to the perennial question of how to cultivate teachers, they offer an approach that attends to both ethical development and instructional methods. They also provide a way forward for school leaders seeking to listen to, and provide guidance for, their staff. At its core, Descriptive Inquiry in Teacher Practice champions a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well together. Book Features: 679;;Illustrates how to take an inquiry stance toward the difficult issues that educators face every day. 679;;Examines how themes regularly addressed in foundations can be used to improve schools. 679;;Includes engaging portraits of progressive urban schools that showcase the qualities of the leaders that guide them. 679;;Demonstrates the power of a progressive and humanistic education for children of color and for those from lower-income backgrounds.
Author: Mara Holt
Publisher:
ISBN: 9780814107300
Category : Democracy and education
Languages : en
Pages : 0
Get Book
Book Description
Collaborative learning is not only a standard part of writing pedagogy, but it is also a part of contemporary culture. Collaborative Learning as Democratic Practice examines the rich historical and political contexts of collaborative learning, starting with John Dewey's impact on progressive education in the early twentieth century.
Author: Dan Gartrell
Publisher: National Association for the Education of Young Children
ISBN: 9781928896876
Category : Affective education
Languages : en
Pages : 169
Get Book
Book Description
Social and emotional skills children need.
Author: Clifford H. Edwards
Publisher: R&L Education
ISBN: 1607099845
Category : Education
Languages : en
Pages : 194
Get Book
Book Description
This book describes in detail the attributes of learning communities and how these characteristics help students acquire a sense of moral responsibility and commitment to fellow students. Clifford H. Edwards provides an account of how schools fail to satisfy student needs and thus promote discipline problems. Special attention is given to children's need for self-direction and how empowering them can promote more responsible learning involvement. There is also a focus on the factors that motivate learning and those that do not and how teachers can help their students become more intrinsically interested in school learning. Constructivist learning theory is presented as the most accepted explanation of how children learn and how it articulates with the learning community approach to education. The inquiry learning strategy is given as the most effective way to apply constructivist learning theory in classrooms. Appropriate relationships and effective communications are presented as essential components of learning communities and how they accentuate the effectiveness of this learning orientation. Democratic discipline within learning communities is described in detail.
Author: Janet W. Youngblood
Publisher: Cambridge Scholars Publishing
ISBN:
Category : Political Science
Languages : en
Pages : 376
Get Book
Book Description
How does â oedemocracyâ work in the United States? How are candidates selected to appear on the ballot? How are issues framed for presentation to the electorate? What processes, conversations, institutions, and laws interact to determine how democracy â oeworksâ ? How do new politicians learn to deal with all of this?There is a large and growing literature about these issues, some of which is reviewed in Chapter Two. This book examines selected facts of these issues through the lens of learning theory. It turns out that viewing political parties as â oecommunities of practiceâ is a very useful organizing principle. Within this point of view, and research presented in this book is examined how â oepartisansâ (people who got involved beyond voting and letter-writing) learn how to function within these communities of practice. While this is formally interesting from a learning theory point of view, it turns out that the by-products of this inquiry say a lot about what is happening to â oedemocracyâ in the United States and how it got that way. The core of the book is a set of interviews with partisans. This book examines the factors that operate in political parties as communities of practice to maintain or discourage partisanship. The theories of adult learning involved in this research are from the field of learning from experience. Political socialization is the process by which the individual develops a politicalidentity. In a large research study in Europe, the political socialization processfor adults to learn active citizenship there was studied. This study is a partialreplica of this European study, by John Holford and Ruud van der Veen, et al.[Lifelong Learning, Governance and Active Citizenship in Europe (2003). FinalReport of the ETGACE Research Project: Education and Training for Governance and Active Citizenship in Europe: Analysis of Adult Learning and Design of Formal, Non-Formal and Informal Educational Intervention Strategies.Guildford: University of Surrey Department of Educational Studies.] In thework presented here, the activist in a political party is referred to as a â oepartisanâ . For purposes of this research, â oepartisansâ are those who have joined a politicalparty by taking part in membership activities, or as candidates.
