Bibliography: Democracy (page 448 of 605)

This bibliography is independently curated for the I'm with Jill website.  Some of the authors featured on this page include Daniel Berman, Bren Ortega Murphy, Marion Ritchey-Vance, Zipora Shechtman, Deborah I. Burk, Indianapolis Warren Township Independent School District, David Droge, Melanie Bertrand, Raymond C. Bowen, and Hanno Hardt.

Turner, Mary Jane (1971). Materials for Civics, Government, and Problems of Democracy: Political Science in the New Social Studies. This study is addressed to the individual analysis of 49 packages of materials produced by 42 social science curriculum projects during the 1960's for use by educators in school districts throughout the nation and professional political scientists. Each analysis includes both a narrative description and an information checklist. The narrative includes: 1) the name of the curriculum developed and specific titles within the curriculum; 2) the project director and project address; 3) the publishers name and address, publishing date, and cost of the materials; 4) information about the grade levels and kinds of existing course structure into which the materials fit; and, 5) the social science disciplines which provide the dominant or organizing thread for the materials. This is followed by a brief statement of the development rationale. The checklists include the categories: descriptive characteristics, substantive characteristics, and strategies employed and evaluation information; also, three comparative summary charts. In addition, the materials are classified and listed in four categories according to their focus or emphasis on: 1) interdisciplinary use of the social sciences; 2) a particular social science discipline other than political science; 3) a particular geographic area; or, 4) political science. Descriptors: American History, Citizenship, Civics, Concept Teaching

Bowen, Raymond C., Ed.; Muller, Gilbert H., Ed. (1999). Gateways to Democracy: Six Urban Community College Systems. New Directions for Community Colleges, Number 107. The Jossey-Bass Higher and Adult Education Series, New Directions for Community Colleges. This volume of New Directions for Community Colleges features case studies of six prototypical urban community college systems and the challenges they face. The chapters provide guides for those interested in the unique mission of urban institutions: (1) "Urban America and the Community College Imperative: The Importance of Open Access and Opportunity" (Joshua L. Smith and Fayyaz A. Vellani.); (2) "Miami-Dade Community College: Forging New Urban Partnerships" (Eduardo J. Padron and Theodore Levitt); (3) "CUNY's Community Colleges: Democratic Education on Trial" (Joanne Reitano); (4) "Seattle Community Colleges: Centered on the Urban Student" (Julie Yearsley Hungar); (5) "The Los Angeles Community Colleges: Pathways to Urban Change" (Jack Fujimoto); (6) "Profiles in Urban Challenges: Confronting Maricopa's Social and Economic Agenda" (Paul A. Elsner); (7) "Baltimore County: A College and Community in Transition" (Irving Pressley McPhail and Ronald C. Heacock); and (8) "Sources and Information About Urban Community Colleges" (Dana Scott Peterman and Carol A. Kozeracki).   [More]  Descriptors: Access to Education, Community Colleges, Economically Disadvantaged, Educational Change

Rogers, John; Bertrand, Melanie; Perez, Wendy (2012). Finding Common Ground in Education Values: Influential Californians Speak on the Purpose of Public Education, UCLA IDEA. This white paper explores how influential Californians conceive of the purpose of public education. The authors' intention was to learn how the purposes converge and to uncover potential building blocks for a consensus that puts students at the center and rises above disparate beliefs and alliances. The paper draws on 50 interviews they conducted with a bipartisan group of legislators and legislative staff, as well as leaders from business, labor, and civic life. They invited participants to share personal experiences of powerful learning from their youth, and identify what students should learn in California public schools in preparation for life beyond high school. Taken as a whole, the interviews point to several intriguing points of consensus across this diverse group of respondents. Democrats and Republicans, business leaders and labor leaders, policy insiders as well as equity advocates share a broad set of beliefs about teaching and learning. Points of difference tended to cut across conventional lines, except when they asked narrowly partisan questions. By foregrounding the purpose of education, the interviews suggest a different and more promising platform for advancing educational policy in California. The white paper begins with a description of the methods for they study. They then report on how respondents conceive of powerful learning and what they identify as the critical knowledge, skills, and understanding every California student should develop. They go on to consider whether respondents believe California is promoting desired learning outcomes and providing equal learning opportunities for all students. They also report on respondents' views about whether California students should follow a common learning pathway or whether some students should be prepared for college and others for the world of work. Their conclusion addresses perceptions of the value of public education to the future of California.   [More]  Descriptors: Public Education, Educational Attitudes, Politics of Education, Role of Education

Scering, Grace E. Sikes (1997). Themes of a Critical/Feminist Pedagogy: Teacher Education for Democracy, Journal of Teacher Education. Critical/feminist pedagogy provides a framework for teacher education in a democratic society because it facilitates the development of pedagogical relations that support the acquisition of the skills of democratic participation. The paper discusses these themes and suggests a framework for implementing teacher education supportive of the democratic purpose of schooling. Descriptors: Consciousness Raising, Democratic Values, Elementary Secondary Education, Equal Education

Schwoebel, Jean; Hardt, Hanno, Ed. (1976). Newsroom Democracy: The Case for Independence of the Press. Monograph Series, No. 2. Today there is a growing realization among journalists that providing information should be a real service in the public interest, which is free from the domination of private interests, and that there should be structures that guarantee the independence of journalists and the promotion of responsible and responsive journalism. In France, the "Le Monde" organization has pioneered the idea of democratizing news organizations so that journalists and readers participate in the management of information and in important decisions at the heart of press enterprises. This monograph, which is based on Jean Schwoebel's book, "La Fresse, le Pouvoir et l'Argent," outlines the ideas and principles on which the "Le Monde" organization is based. Separate chapters deal with the importance of the right to information in modern society; irresponsible journalistic practices caused by the financial considerations of the commercial press; background and early history of "Le Monde"; the growth of other journalists' associations in France; the foundation of the French Federation of Journalists' Association; and the rationale for a new type of limited-profit publishing company in which the founders and journalists share ownership equally. Descriptors: Democratic Values, Freedom of Speech, History, Information Dissemination

Greenberg, Polly (1998). Some Thoughts about Phonics, Feelings, Don Quixote, Diversity, and Democracy: Teaching Young Children to Read, Write, and Spell (Part 1), Young Children. Reflects upon, and makes recommendations for, teaching young children to read, write, and spell. Focuses on meeting children's emotional needs, essential components of healthy emotional development, how reading is typically taught, and learning letters and phonics. Stresses the importance of paying equal attention to developmental ages and stages, and to each individual child's strengths, interests, and needs. Descriptors: Childhood Needs, Classroom Techniques, Democracy, Developmentally Appropriate Practices

Shechtman, Zipora (1993). Education for Democracy: Assessment of an Intervention That Integrates Political and Psychosocial Aims, Youth and Society. Assesses a counseling and holistic educational program designed to enhance democratic values among junior high school students in northern Israel. Results obtained from 600 students in 20 classrooms show an increase in democratic values revealed by attitudes toward school life, an enhanced democratic classroom climate, and a decrease in positive attitudes toward school. Descriptors: Attitude Change, Classroom Environment, Curriculum Evaluation, Democratic Values

Kempner, Ken, Ed.; Mollis, Marcela, Ed.; Tierney, William G., Ed. (1998). Comparative Education. ASHE Reader Series. The chapters in this collection explore why particular national higher education systems operate as they do and the effects these systems have on one another, on national and global development, and on the production of knowledge. The works included in this reader address the assessment of inputs and outputs of institutions and the meaning these inputs and outputs have in relation to the larger cultural context that defines a nation's location in international knowledge networks. The chapters are: (1) "Patterns in Higher Education Development: Towards the Year 2000" (Philip G. Altbach); (2) "The Political Economy of Education" (Martin Carnoy); (3) "The Problematic Meaning of 'Comparison' in Comparative Education" (Erwin H. Epstein); (4) "Comparing Higher Education Systems"  (Maurice Kogan); (5) "The Use and Abuse of Comparative Education" (Harold J. Noah); (6) "Higher Education in Developing Countries: The Scenario of the Future" (George Psacharopoulos); (7) "New Perspectives on an Old Problem: The Position of Women Academics in British Higher Education" (Sandra Acker); (8) "The Academic Profession in International Perspective" (Philip G. Altbach and Lionel S. Lewis); (9) "The Market Oriented University and the Changing Role of Knowledge" (Howard Buchbinder); (10) "Work" (Burton R. Clark); (11) "Places of Inquiry" (Burton R. Clark); (12) "The University in a Democracy–Democratization of the University" (Jurgen Habermas); (13) "Producing Knowledge in Africa Today: The Second Bashorum, M.K.O. Abiola Distinguished Lecture" (Paulin J. Hountondji); (14)"Cultural Influences on the Construction of Knowledge in Japanese Higher Education" (Ken Kempner and Misao Makino); (15) "Culture and the Role of Women in a Latin American University" (Susan B. Twombly); (16) "Universities and Academic Systems in Modern Societies" (Joseph Ben-David and Awraham Zloczower); (17) "Public and Private Sectors in Higher Education: A Comparison of International Patterns" (Robert L. Geiger); (18) "The Decline of Latin American Student Activism" (Daniel C. Levy); (20) "The Paradox of the Autonomy of Argentine Universities: From Liberalism to Regulation" (Marcela Mollis); (21) "Latin America: Higher Education in a Lost Decade" (Simon Schwartzman); (22) "Cultural Politics in a Latin American University: A Case Study of the University of Panama" (William G. Tierney); (23) "Higher Education in Advanced Developing Countries" (Philip G. Altbach); (24) "The Policy Perspective" (Ladislav Cerych); (25) "What Is Changing in Mexican Public Universities in the Face of Recent Policy Initiatives for Higher Education?" (Rollin Kent); (26) "Conceptualizing the Role of Education in the Economy" (Peter Easton and Steven Klees); (27) "Universities and National Development: Issues and Problems in Developing Countries" (Lawrence J. Saha); (28) "The Capitalist State and Public Policy Formation: Framework for a Political Sociology of Educational Policy Making" (Carlos Alberto Torres); (29) "Equality of Higher Education in Post-Communist Hungary and Poland: Challenges and Prospects" (Kassie Freeman); (30) "A Subnational Perspective for Comparative Research: Education and Development in Northeast Brazil and Northeast Thailand" (Gerald Fry and Ken Kempner); (31) "Latin America's Private Universities: How Successful Are They?" (Daniel C. Levy); (32) "Independence and Choice: Western Impacts on Japanese Higher Education" (Shigeru Nakayama); (33) "The Academic Estate in Western Europe" (Guy Neave and Gary Rhoades); (34) "The Crisis in Higher Education in Africa" (Samuel O. Atteh); (35) "Reform at Mexico's National Autonomous University: Hegemony or Bureaucracy" (Imanol Ordorika); (36) "Policies for Higher Education in Latin America: The Context" (Simon Schwartzman); (37) "Higher Education and Development: The Experience of Four Newly Industrializing Countries in Asia" (Jasbir Sarjit Singh); (38) "The Development of Higher Education in Taiwan" (Wen-Hsing Wu, Shun-Fen Chen, and Chen-Tsou Wu); and (39) "The Privatization of Higher Education (Jandhyala B.G. Tilak). Most chapters contain references. Descriptors: Comparative Education, Cultural Differences, Developing Nations, Foreign Countries

Warren Township Independent School District, Indianapolis, IN. (1991). Practicing Democracy through Equity Education: Social Studies Curriculum Guide Grade 2, 1991-1997. This social studies curriculum guide for grade 2 in the Metropolitan School District of Warren Township, Indiana, contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General exit outcomes; (7) Social studies skills; (8) Seven essential learnings; (9) Strategies for classroom use; and (10) Course of study–skills chart–time frame. Much of the guide is devoted to section nine, the strategies for classroom use. Seven strategies are outlined and discussed: multicultural/multiethnic, religion, active civic responsibility, economics, globalization, critical thinking, and assessment. The last section of the guide features materials describing the content of the grade 2 social studies curriculum in depth. Skills charts feature the subject area, the name of the textbook used, the unit or topic, the skills used, support materials used, and the approximate amount of class time required. A course of study time frame describes, in sequence for the social studies course, the major topics covered, the course objectives, and learner outcome statements. Descriptors: Citizenship Education, Curriculum Guides, Democratic Values, Educational Objectives

UCLA IDEA (2012). Value Added?. Value added measures (VAM) uses changes in student test scores to determine how much "value" an individual teacher has "added" to student growth during the school year. Some policymakers, school districts, and educational advocates have applauded VAM as a straightforward measure of teacher effectiveness: the better a teacher, the better students will perform on standardized tests. However, many prominent researchers and educators have expressed concern and urged caution. This paper presents a series of questions and answers (as well as resources for more indepth analysis) aimed at disentangling this complex issue. In particular, it is concerned that a narrow use of "value added" as the single measure of teacher effectiveness will have a detrimental effect on student learning, teacher retention, and educational equity. In other words, without more careful implementation and use, VAM could exacerbate the very problems they are alleged to help address.   [More]  Descriptors: Teacher Effectiveness, Teacher Evaluation, Educational Testing, Standardized Tests

Burk, Deborah I.; Fry, Pamela G. (1997). Autonomy for Democracy in a Primary Classroom: A First Year Teacher's Struggle, Teaching and Teacher Education. This study examined how a beginning teacher's autonomous teaching beliefs were translated into classroom practice. Observations and interviews indicated that she had an overarching belief in autonomy as an avenue for participation in democratic society. However, she encountered extreme pressure to conform to the school's existing teacher-oriented practices. Descriptors: Beginning Teachers, Classroom Techniques, Democratic Values, Elementary School Students

Coulson, David C. (1980). Antitrust Law and the Media: Making the Newspapers Safe for Democracy, Journalism Quarterly. Illuminates constitutional and economic problems involved in the process of insuring a free press and demonstrates that the government–armed with antitrust laws through its chief enforcer, the Justice Department–can, but does not, provide adequate safeguards. Descriptors: Certification, Competition, Court Litigation, Economic Factors

Droge, David, Ed.; Murphy, Bren Ortega, Ed. (1999). Voices of Strong Democracy: Concepts and Models for Service-Learning in Communication Studies. AAHE's Series on Service-Learning in the Disciplines. This volume is part of a series of 18 monographs on service learning and the academic disciplines. These essays demonstrate some "best practices" for service-learning, providing rigorous learning experiences for students and high-quality service to the community. A Preface by James L. Applegate and Sherwyn P. Morreale, "Service-Learning in Communication: A Natural Partnership," and an Introduction by David Droge and Bren Ortega Murphy, are followed by Part 1, "Program-Level Overviews," including: "Service-Learning in Communication: Why?" (Paul A. Soukup); "Integrating Communication Theory and Practice in Community Settings: Approaches, Opportunities, and Ongoing Challenges" (Christine M. Bachen); "Integrating Service-Learning into the Communication Curriculum at a Research University: From Institutionalization to Assessment of Effectiveness" (Mark J. Bergstrom and Connie Bullis); "Service-Learning at the Graduate Level" (Sally Perkins, Virginia Kidd, and Gerri Smith); and "Faculty Incentives: A Necessity for Integrating Service-Learning" (Kathleen H. Stacey and Chris Wood Foreman.) Part 2, "Service-Learning in Communication Courses," includes "Learning Language, Culture, and Community" (Peggy Hashemipour); "Service-Learning and Interpersonal Communication: Connecting Students with the Community" (Tasha Souza); "Small Group Problem Solving as Academic Service-Learning" (Paul Yelsma); "Performance of Oral Traditions: A Service-Learning Approach" (Kristin Bervig Valentine); "Advocacy in Service of Others: Service-Learning in Argumentation Courses" (Mark A.  Pollock); "Giving Students 'All of the Above': Combining Service-Learning with the Public Speaking Course" (Sara Weintraub); "Communication and Social Change: Applied Communication Theory in Service-Learning" (Robbin D. Crabtree); "Community Media as a Pedagogical Laboratory" (Virginia Keller, Jeff Harder, and Craig Kois); "Read All about It! Using Civic Journalism as a Service-Learning Strategy" (Eleanor Novek); "The Communication Campaigns Course as a Model for Incorporating Service-Learning into the Curriculum" (Katherine N. Kinnick); and "Public Relations and Public Service: Integrating Service-Learning into the Public Relations Seminar" (Lynne A. Texter and Michael F. Smith). Part 3, "Reflections and Resources," includes: "Critical Organizational Communication Theory, Feminist Research Methods, and Service-Learning: Praxis as Pedagogy" (Angela Trethewey) and "Communication and Service-Learning: Bridging the Gap" (April R. Kendall). An annotated bibliography of print and electronic references is appended. (All papers include references.)   [More]  Descriptors: College Faculty, College Students, Communication (Thought Transfer), Communications

Ritchey-Vance, Marion (1996). Social Capital, Sustainability, and Working Democracy: New Yardsticks for Grassroots Development, Grassroots Development. Participation, empowerment, and sustainability are basic tenets of community development work of the Inter-American Foundation, but these are difficult to measure. The Grassroots Development Framework breaks these concepts into concrete, measurable components to evaluate sustainability over time and short-term cost/efficiency results of community development projects. Sidebars provide graphic representation and pilot study results. Descriptors: Community Action, Community Development, Developing Nations, Evaluation Criteria

Berman, Daniel (1996). "Choosing Democracy: A Practical Guide to Multicultural Education" (Duane Campbell). Book Review, Workbook. Reviews a book suggesting that public education built on democratic values guarantees an equal education for students from all social, racial, and cultural groups. The book addresses how issues related to race, politics, and social class have clouded educational improvement efforts in California and describes classroom activities and teaching strategies to promote empathy and understanding among teachers and students. Descriptors: Book Reviews, Democratic Values, Educational Improvement, Educational Strategies

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