Bibliography: Democracy (page 441 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Sylvia L. Hilton, Jim Spinks, Stuart Hart, Cary Nelson, Maria D. Munoz, Pablo Foster, Philip Cook, Eduardo Manuel Duarte, Sigrid Fretloh-Thomas, and Marco A. Munoz.

Lambert, Linda; And Others (1995). The Constructivist Leader. This book introduces the concept of leadership as the facilitation of constructivist reciprocal processes among participants in an educational community. Chapter 1, "Learning and Leading Theory: A Century in the Making," (Deborah Walker and Linda Lambert) traces the dynamic history of learning and leading during this century, concluding with an indepth survey of the constructivist theory of learning. Chapter 2, "Toward a Theory of Constructrivist Leadership," (Linda Lambert) constructs a theory of constructivist leadership, building on a new conception of the meaning of leadership that incorporates constructivist human learning, community, patterns of relationships, and diversity. The third chapter, "Constructing School Change," (Linda Lambert) applies this theory of constructivist leadership to emerging themes in a constructivist concept of change. It describes one middle school's 3-year struggle to carry out school-based change. Chapter 4, "Leading the Conversations," (Linda Lambert) describes the role of the constructivist leader as a leader of conversations, which are dialogic, inquiring, sustaining, and partnering. Examples of the role of language in the construction of meaning and knowledge are offered in the fifth chapter entitled "The Linguistics of Leadership" (Diane P. Zimmerman). Chapter 6, "The Role of Narrative and Dialogue in Constructurist Leadership," (Joanne E. Cooper) provides examples of practitioners as they write reflectively about their work and discusses the role of narrative in schools and its relationship to growth. The seventh chapter, "The School District as Interdependent Learning Community," (Morgan Dale Lambert and Mary E. Gardner) describes the role of the school district in creating an environment that supports constructivist leadership. Chapter 8, "Reflections on Community: Understanding the Familiar in the Heart of the Stranger," (P. J. Ford Slack) reflects on the nature of community and constructivist leadership and focuses on re-storying three "communities of difference"–a Native-American reservation school, an African-American charter school, and a teaching community in China. Chapter 9, "The Preparation of Constructivist Leaders," (Deborah Walker) suggests innovative approaches to preparing constructivist leaders. The final chapter, "Constructing the Future of Schooling," (Linda Lambert) looks at the potential of constructivist leadership for creating new root metaphors for leading, learning, community, and democracy. (Contains 211 references.) Descriptors: Cognitive Development, Constructivism (Learning), Elementary Secondary Education, Epistemology

Munoz, Maria D.; Munoz, Marco A. (1998). John Dewey on Democracy, Education, Experience, and Communication: Implications for Adult Education in Developing Democratic Organizations. John Dewey's reflections regarding education, experience, and communication remain relevant to all educators, especially educators and trainers in the field of human resource development (HRD). Dewey viewed education as a process of growing in meaning. He stated, "all genuine education comes about through experience." Another essential concept in Dewey's philosophy is communication, which Dewey considered a social process of seeking, finding, and having a common purpose. According to Dewey's philosophy, experience, communication, and education constitute a triad in a democratic environment and serve to guarantee a culture's continuity. Dewey's triad of experience, communication, and education can become a powerful tool in designing and implementing processes of HRD programs. By viewing training programs through the lenses of this triad, HRD professionals can transform them into educative programs. By addressing training objectives through educative processes rather than through isolated training activities, an organization can attempt to shape employees' values and behaviors in accord with its own values and mission. HRD specialists should consider the following elements of Dewey's democratic ideal: (1) the existence of genuine shared purposes within the members of the organization; (2) freedom to communicate with other groups; and (3) authentic educative experiences that will enhance personal and social growth.   [More]  Descriptors: Adult Education, Adult Learning, Conventional Instruction, Democracy

Duarte, Eduardo Manuel (1998). Expanding the Borders of Liberal Democracy: Multicultural Education and the Struggle for Cultural Identity, Multicultural Education. Discusses the relationship between liberal democratic principles and multiculturalism as it applies to implementation of educational policies. An ethnographic/ethnic studies and critical multiculturalism model is proposed to ensure the acknowledgment and empowerment of the ethnic identity of the students. Descriptors: Cultural Differences, Cultural Maintenance, Democratic Values, Educational Policy

Glowacki-Dudka, Michelle, Ed. (2000). Honoring Our Roots and Branches…Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000). These proceedings consist of 44 presentations in these categories: distance education and evaluation; community issues and research; multicultural issues and research; teaching and learning; research methods; and organizational development. The papers are "Philosophical Foundations of Andragogy and Self-Directed Learning" (Alfred); "Adult Learners' Perception of Their Life Development in Relation to Their Perception to Their Current Experience in an Educational Program" (Alsanat); "Stories We Should Tell: Strengthening the Epistemology of Adult Education" (Austin); "Power Equity for the Under-Represented" (Aman, Bangura); "Midwest Adult Education Research Methodologies" (Barrett, Ahmed); "Insights on Technology Adoption in Higher Education" (Bielema, Bechtoldt); "Toward an Analysis of Adult Experience" (Bohn); "Connecting Trails: Collaborative Inquiry as Research Methodology" (Charaniya, Walsh); "Adult Learning and Play" (Cooper); "Invitation to a Conversation: Process and Promise of Phenomenology" (Cooper, Gibson, Hanes, Sundre); "Training Young Adults in International Settings" (Crave); "Embracing Outreach and Scholarship as a Valued Part of Faculty Work" (Pickrell, Greunewald, Kniep, Maier, Olson, Winnett); "Debunking the Burning Bush Myth: Recovering Everyday Experience in Transformative Learning" (Dirkx); "Self-Guided Action Science Inquiry Among a Small Group of Adult Learners" (Folkman); "Participatory Self-Assessment Strategy for Milwaukee's 21st Century Community Learning Centers Initiative" (Folkman, Stuckert, Bryonkala, Thorshein, Protz, Cayan);"Identifying the Needs of Adult Women in Distance Learning Programs" (Furst-Bowe, Dittmann); "Strategies for Interorganizational Collaboration Between Public, Private, and Nonprofit Sectors" (Glowacki-Dudka); "Good, the Bad, and the Struggling: Beliefs About Student Preparedness Among Teachers in an Adult Learner College" (Gray, Dirkx); "When Do Traditional Undergraduate Students Become Adults?" (Halbrader, Glowacki-Dudka); "Democracy for All? Listening to Haiti's Voices" (Hansman, Graf); "How a Study of Hispanic Women's Perceptions of Their Academic Experiences in Wisconsin Helps Women's Learning in Nicaragua" (Harvey); "Toward an Inventory and Assessment of Higher Education's Engagement with the Communities It Serves" (Hatala, Sandmann); and "Identifying Cultural Models as a Way to Link Theory and Practice in Adult Education" (Hayes, Way). Other presentations are "Affect and Emancipation" (Huber, Cale);"For the Common Good: Learning and Collaboration" (Imel, Zengler); "Sustaining Passion in the Nonprofit Sector" (Kovan); "Baby Boomers Second Half of Life" (Kreitlow); "Open and Distance Education in Asia" (Latchem); "Qualitative Study of Adult Participants Engaged in Third Age Learning Programs" (Murk, Garofolo, Skinner, Barrett); "Research Study to Discover Temperament Types, Communication Styles, and Learning Styles of Adult Learners in Nontraditional and Online Learning Environments" (Moeller); "Interconnection Between Poverty and Adult Literacy in Botswana" (Raditloaneng); "Promoting Popular Education and Community Development in Milwaukee's Community-Based Agencies" (Rai, Auncion, Vang); "Volunteer Mentors as Aids in Transitions to Success for Adolescents at Risk" (Robinson); "Age and Human Resource Development Policy Development" (Rocco, Stein, Lee); "Learning-to-Learn-to-Live Through Struggle" (Rogers, Cunningham); "Web-Based Instruction for Adult Educators–Hi-Touch Versus Hi-Tech" (Skulk); "Applied Research in the Context of Community Partnerships" (Statham, Mason, Letven); "M[at]ryoshki in Two Worlds" (Sundre); "Community College Outreach Division in Transition" (Sykes, Wasielewski); "Review of All Publication Activity of the Adult Education Quarterly from 1989-99" (Taylor); "Addressing the Adult Education Needs of the Latino Community" (Tisdell, Sanabria); "Role of Culture and Spirituality in Teaching for Social Change in Adult Higher Education Classes" (Tisdell, Tolliver); "Re-establishing a Sense of Place" (Woodhouse); and "Evaluation of Service Quality for the University of Wisconsin Milwaukee Testing Center" (Westfall, Zahn).   [More]  Descriptors: Action Research, Adult Development, Adult Education, Adult Learning

Polman, Joseph L. (1998). Why Train "Little Scientists": The Purposes and Practices of Science Education in Today's Democracy. This paper presents an argument in support of "training little scientists" based on the requirements of participation in a media-laden, democratic society fraught with scientific claims and counterclaims. This leads to a framework for evaluating the effectiveness of various approaches to science education, including how they play out in practice. The promise of this framework is also demonstrated by examining some results of case study and survey research in project-based science classes at the high school level. (Contains 24 references, 5 tables and 1 figure).   [More]  Descriptors: Concept Formation, Evaluation Methods, Hands on Science, High Schools

Blanchet-Cohen, Natasha; Hart, Stuart; Cook, Philip (2001). Creating a Culture of Human Rights, Democracy and Peace in the New Millennium. Proceedings of the International Conference on Children's Rights Education (2nd, Victoria, British Columbia, August 18-22, 2001). The 2nd International Conference on Children's Rights in Education hosted approximately 150 child-centered international policy makers, who discussed the implications and implementation of children's rights to guide educational policy, research, and practice. This report presents an annotated agenda of the conference proceedings and, based on the presentations and discussions, a number of recommendations that describe the elements and the context that need to be in place to make children's rights in education a reality. Opening presentations are annotated, dealing with the role of conferences in policy change, implications of the United Nations Convention on the Rights of the Child (CRC) for a 14-year-old, and the significance of general comments on the Convention's article 29, on the aims of education. Subsequent presentations then summarized pertaining to the following areas: (1) the CRC and the protection, education, and participation of children; (2) education and culture; (3) cultural values; (4) alternative forms and meanings of education; and (5) education, the media, and the electronic communications revolution. Discussion streams then summarized; streams dealt the following topics: (1) human rights respecting learning communities; (2) children affected by war; (3) child labor; and (4) children and violence. The report the outlines factors to be addressed in the realization of children's right to child-centered education, and offers recommendations for developing child-centered learning opportunities. Finally, report describes the "Children as Partners" project to provide governments and civil society organizations with critical information and resources to help them implement proven best practices to promote and manage meaningful participation of children in decision-making.   [More]  Descriptors: Access to Education, Change Strategies, Child Labor, Child Welfare

Angell, Ann V. (1998). Practicing Democracy at School: A Qualitative Analysis of an Elementary Class Council, Theory and Research in Social Education. Describes an experiment with class meetings, designed to offer students practice in the democratic process, in a mixed-age, upper elementary, Montessori classroom. Finds that the group setting allowed students to address goals for classroom conduct and to learn ethics by example. Notes problems with tolerance for minority positions within the group. Descriptors: Active Learning, Citizenship Education, Civics, Classroom Environment

Caldwell, Brian; Spinks, Jim (1986). Policy Formation and Resource Allocation. This monograph, part of a series that critically challenges conventional definitions of school management and school resources, takes the view that the major resources in schools are culture and knowledge. What counts as culture and knowledge in the school is the subject of continuing debate by individuals and groups who articulate different desires, needs, and demands. Guidelines for the management of resources must deal with negotiations among these various groups. The purpose of this monograph is to describe an approach to the management of resources which has the following characteristics in the school setting: (1) resources are managed in a continuous cycle of activity which integrates goal setting, need identification, policy making, planning, budgeting, and evaluating; (2) each phase in the cycle is organized around the major resource of knowledge, with patterns of activity designated as programs which support learning; and (3) a framework is provided within which negotiation about resources may occur, securing appropriate involvement of staff, students, and community. An introductory essay describes a progress account of this approach in government schools in Victoria, Australia, and includes a detailed description of each phase of the cycle. It provides guidelines for two phases, policy making and resource allocation, illustrating the manner in which negotiation may be managed, and lists the benefits of the approach to principals, teachers, parents, and students. Three supplementary readings follow the introductory essay. In the first, tensions among three central values (liberty, equality, and efficiency) of school governance in Western democracies are analyzed by William L. Boyd in "Competing Values in Educational Policy and Governance: Australian and American Developments." In the second, Peter Watkins discusses changed administrative concepts during collective action in Victoria, in "Collective Strategies: Collaborative Approaches towards the Administration of Education." In the third, Walter I. Garms, James W. Guthrie, and Lawrence C. Pierce demonstrate how school districts fail to reflect clientele's interests, in "Reforming Public School Management and Budgeting." Each entry provides references; an annotated bibliography is appended. Descriptors: Comparative Analysis, Cooperative Planning, Cooperative Programs, Educational Administration

Berube, Michael, Ed.; Nelson, Cary, Ed. (1995). Higher Education under Fire: Politics, Economics, and the Crisis of the Humanities. This collection of papers, based on an April 1993 conference at the University of Illinois, mixes theoretical reflection with practical advice concerning academic life in the 1990s. "A Report from the Front," by Cary Nelson and Michael Berube, introduces the collection. Part 1, "Professors and Politics," includes these papers: "Going Public: Political Discourse and the Faculty Voice" (Linda Ray Pratt); "A Faculty Response to the Fiscal Crisis: From Defense to Offense" (Ernst Benjamin); "'Political Correctness' and the Attack on American Colleges" (Paul Lauter); "Cultural Capital and Official Knowledge" (Michael W. Apple); "Another Brick in the Wall: (Re)contextualizing the Crisis" (Carol A. Stabile); "The University and the Media: Apologia Pro Vita Sua with a Defense of Rationality" (Barry R. Gross); "How the Culture Wars Matter: Liberal Historiography, German History, and the Jewish Catastrophe" (Jeffrey Herf); and "Money, Merit, and Democracy at the University: An Exchange." Part 2, "Pedagogy and Populations," contains the following papers: "A Critique of Critical Pedagogy" (Gregory Jay and Gerald Graff); "Writing Permitted in Designated Areas Only" (Linda Brodkey); "Beyond the Ivory Tower: Public Intellectuals and the Crisis of Higher Education" (Henry A. Giroux); "'To Sir with Love': National Pedagogy in the Clinton Era" (Judith Frank); "They're Taking Over! and Other Myths about Race on Campus" (Troy Duster); "No Special Rights" (Michael Warner); "The Rhetoric of Crisis in Higher Education" (Joan W. Scott); "The Rise of 'Identity Politics': An Examination and a Critique" (Todd Gitlin); "Contradictions of Existence: Identity and Essentialism" (Cameron McCarthy); "Contesting Racial Amnesia: From Identity Politics toward Post-Multiculturalism" (Michael Dyson); and "Identity and the Status of Afro-American Intellectuals" (Jerry Watts). (Each paper contains references.) Descriptors: College Administration, College Instruction, Cultural Influences, Cultural Pluralism

Academy for Educational Development, Washington, DC. (2001). Social Marketing Lite: Ideas for Folks with Small Budgets and Big Problems. Health, Education, Population, Nutrition, the Environment, Transportation, Democracy-Building, Youth Development, and Elder Care in the U.S. and around the World. This book is designed for people interested in social marketing and who do not have much money. The book is not a tool kit, or a workbook, or a guide. It is a compilation of articles about issues, themes, definitions, and case studies from social marketing. Many of the articles originally appeared in "Social Marketing Quarterly." They are low-cost suggestions about how "thinking like a marketer" can improve any program of social change. The book is divided into the following chapters: (1) "Social Marketing: An Evolving Definition"; (2) "Social Marketing: What's the Big Idea?"; (3) "Forget Messages…Think about Structural Change First"; (4) "Marketing with No Budget"; (5) "Homegrown Social Marketing–What Next?"; (6) "Branding and Brand Envy"; (7) "Social Marketing Lite: A Practical Future for a Big Idea"; (8) "Application to AIDS Prevention"; and (9) "Application to Education Reform." Each chapter contains data figures and references. Appended is an article, "Behavioral Science Theory," by Richard Windsor, Susan E. Middlestadt, and David Holtgrave.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Audience Awareness, Case Studies, Community Action

Fretloh-Thomas, Sigrid (1998). 'Education for Democracy': A New Analysis of an Example of Intercultural Influence, Oxford Review of Education. Examines the attempts by the British to democratize post-war Germany through educational reform focusing on the controversy over 're-education' as opposed to 'educational reconstruction' as applied to German universities and their connection to adult education. Highlights approaches towards educational policy and cultural assumptions. Indicates that the British exerted an intercultural influence on Germany. Descriptors: Adult Education, Cultural Exchange, Cultural Influences, Democracy

Hilton, Sylvia L. (1998). Democracy Beats the "Disaster" Complex: Spanish Interpretations of the Colonial Crisis, OAH Magazine of History. Reviews the historical writing of Spanish historians on the Spanish American War. While this conflict marked the emergence of the United States as a world power, it is considered by many Spanish scholars as a turning point in the decline of the colonial empire. Includes extensive end notes. Descriptors: Bias, Colonialism, Conflict, Cultural Interrelationships

Powell, Bob, Ed.; Foster, Pablo, Ed. (1996). Pragmatic Prospects. Developing LEA Adult Education. This volume contains 12 articles that illustrate how local authority adult education services in Britain form practical and strategic alliances to enable learning to happen–to create new prospects pragmatically. A "Foreword" (Ursula Howard) and "Introduction" (Bob Powell) appear first. "Participation, Adult Learning and Local Authorities" (Alan Tuckett) looks at participation in adult learning as a minority activity and transforming the pattern of participation as a challenge. "Quality in Adult Education" (Geoff Bateson) advocates developing more systematic drives toward quality. "Adult Guidance in Local Authorities" (Anna Reisenberger) discusses the role of guidance. "Relating to the Community" (Pam Flynn) describes the Adult Education Service in Newcastle and its clear mission of lifelong learning and partnership and of service to schools and their communities. "Relationships in an FEFC (Further Education Funding Council)-Funded Context" (Chris Norris) describes the Surrey Youth and Adult Education Service, which has a vision of education for work, for family, for leisure, and for service to the community. "Positioning within the Local Authority (or Learning to Love and Live with Economic Development)" (Terry George) describes an adult education service that contributes to the formulation and delivery of the economic policy of a local council. "Working with the Employment Sector" (Pam Gibson) addresses Kent Adult Education Services's contribution to economic development and regeneration. "Planning at Consortium and Service Level" (Alan Noble) describes the Buckinghamshire experience. "Strategic Funding of Adult Provision at Tameside" (Catherine Moseley) focuses on establishment of a consortium with a more concerted voice sharing a commitment to adult education. "Essential Skills for Adults in Stockport" (Sue Hasty) describes the history of provision of basic skills tuition for adults, recent developments, and future options. "Women's Education in Rochdale" (Jane Black) offers examples of some work undertaken with women as learners and identifies issues, including funding, accreditation, and individual versus group approaches. "Empowerment and Democracy through Adult Learning" (Pablo Foster) offers both a vision and an agenda.   [More]  Descriptors: Adult Basic Education, Adult Education, Adult Learning, Consortia

Yeager, Elizabeth Anne (1998). Democracy, Social Studies, and Diversity in the Elementary School Classroom: The Progressive Ideas of Alice Miel, Theory and Research in Social Education. Examines the contributions of Alice Miel to the practice and theory of children's democratic social learning. Miel advocated the development of democratic behavior as the ultimate goal of schooling. Views her work as historical antecedent to current research on diversity in the social studies and the elementary classroom. Descriptors: Citizenship Education, Cultural Pluralism, Democracy, Educational Theories

Neumann, Richard A. (1998). Culture Change and Democracy at an Alternative High School for High-Risk Students, Journal of At-Risk Issues. Examined the nature of culture change that occurred at an alternative continuation high school for at-risk students (n=116) and changes in student attitudes over 2 years. Quantitative and qualitative data show the effectiveness of the school's Team Learning Projects model and the school's restructuring program. Descriptors: Continuation Students, Democracy, High Risk Students, High School Students

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