Bibliography: Democracy (page 570 of 596)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the I'm with Tulsi website.  Some of the authors featured on this page include David F. Labaree, James A. Gregson, Tiffin Heidelberg Coll, Inwhan Oh, Stanley Aronowitz, Margaret J. Johnson, Frank Pajares, Lori E. Varlotta, Los Angeles. Committee on Civic Education. California Univ, and Sunwoo Nam.

Gregson, James A. (1994). Posing Problems to Raise Student Consciousness about Values, Attitudes, and Worker Responsibilities: A Democratic Possibility, Journal of Vocational Education Research. Drawing from Dewey and critical theory, an instructor used problem posing in an employability skills curriculum to promote reflection and involvement in 63 trade and industrial students. They learned to participate democratically, reflect on workplace and classroom practices, and integrate their experiences into the learning process. Descriptors: Consciousness Raising, Critical Theory, Democracy, Employment Potential

Martinson, David (1995). School Public Relations: Do It Right or Don't Do It at All!, Contemporary Education. School administrators must enhance public relations, understanding the difference between publicity and genuine public relations, the difference between advocacy and mutual understanding, that public relations is not limited to keeping bad news out of the newspaper, and that student publications are not direct or formal appendages of the school public relations program. Descriptors: Academic Freedom, Censorship, Civil Rights, Democracy

Aronowitz, Stanley (1980). Politics and Higher Education in the 1980's, Journal of Education. Growing social and economic inequalities and political impotency are the sources of functional illiteracy. The current educational emphasis on basic skills will not resolve these problems. Students must harness their collective forces to replace corporate control with democratic power. Descriptors: Basic Skills, Community Control, Democracy, Disadvantaged

Nam, Sunwoo; Oh, Inwhan (1973). Freedom of the Press as a Function of Subsystem Autonomy and As An Antithesis of Development. The essential nature of political structures of developing nations appears to generate an opposition to criticism. Since most of the developing nations see no alternative but to regard freedom of the press as an antithesis to industrial development, many such nations suppress press freedom. The relationship between developmental efforts and curtailment of press freedom can be observed in the degree of subsystem autonomy rather than the economic indices. A taxonomy of press freedom developed according to the political systems is referred to as "Mobilized Modern Systems with High Differentiation and Secularization" and "Premobilized Modern Systems with Limited Differentiation and Secularization." Developing nations fall under the second category and all other nations under the first. In analyzing subsystem autonomy, data reflect that if societal differentiation is high, the press is most likely to be free and vice versa.   [More]  Descriptors: Authoritarianism, Censorship, Democracy, Developing Nations

Labaree, David F. (1997). Public Goods, Private Goods: The American Struggle over Educational Goals, American Educational Research Journal. Alternative educational goals that have been at the root of educational conflict in the United States are explored: (1) democratic equality; (2) social efficiency; and (3) social mobility. Conflict over these goals, especially the domination of the social mobility goal, has resulted in a contradictory structure that impairs educational efficiency. Descriptors: Conflict, Democracy, Educational Objectives, Educational Philosophy

California Univ., Los Angeles. Committee on Civic Education. (1968). Conflict, Politics, and Freedom Program. A Partial Evaluation Report. This report, one part of the evaluation program of the Committee on Civic Education to determine the impact of the committee's instructional program, "Conflict, Politics, and Freedom," consists of a questionnaire, with responses from the sample of 54 out of 104 contacted teachers, displayed in graphs and by lists of comments. The data are graphed by percent of teachers' responses at each grade level, by totals, and by regions. Interpretation of the data should take into account the little time available to teachers to familiarize themselves with and teach the units. The major hypotheses of this program are: (1) that teachers and students want educational materials that attempt to present controversial issues in the classroom, (2) that this practice has a generally favorable effect on students, and (3) that it would not undermine students' respect for the American system or for reasonable rules and authority. The questionnaire covers the following: units and grades taught by each teacher, reactions to the teaching guide, opinions on content of an approach to materials, the student text, teachers' observations of student reactions and behavioral changes, changes in the students' relationships to authority figures and to school rules, and profiles of the teachers.   [More]  Descriptors: Civics, Civil Liberties, Conflict, Democracy

Varlotta, Lori E. (1996). Service-Learning: A Catalyst for Constructing Democratic Progressive Communities, Michigan Journal of Community Service Learning. Argues that higher education's traditional "closed" communities contrast sharply with democratic progressive ones that are more inclusive, empowering, and diverse. Drawing on feminism and postmodernism, demonstrates why service-learning is well suited to connect relational, experiential, and constructive epistemologies with democratic progressive communities. Explicitly connects service-learning to innovative ways of teaching, learning, knowing, and doing. Descriptors: Change Strategies, College Curriculum, College Environment, Democracy

Kenski, Henry C. (1975). Teaching Political Parties in American Colleges and Universities: A Survey. Survey results are reported about teaching political parties in American colleges and universities. The purpose of the survey was to collect and disseminate information about techniques used in teaching political parties, books assigned most frequently to students, works viewed as most important in the field, and current level of student interest in American political parties. Information obtained from 368 faculty shows that classroom methodology is fairly traditional and relies heavily upon the lecture or Socratic lecture method. Student discussion panels, formalized class debate, simulations, audiovisual materials, works of fiction, and Socratic lecture were reported to be effective by almost 75 percent of the respondents. Three works by V. O. Key were selected among the ten most important works in the field, while Frank Sorauf's "Party Politics in America" was an overwhelming choice for use in the classroom. Survey data indicate that student enrollment and interest in the political parties area are increasing despite the general political malaise of that age group and the mediocre performance of the economy.   [More]  Descriptors: College Students, Data Analysis, Democracy, Educational Research

Pace, Prudence Posner (1983). The Two Faces of Education, Urban Education. Public schools in America have been the arena in which our society has fought over such values as private versus public support, sectarian versus nonsectarian control, elitist or democratic control, and integration versus segregation. Progressive people should support publicly funded and administered schools, thus supporting democratic values in education. Descriptors: Democracy, Education Work Relationship, Educational Attitudes, Educational Objectives

Crouch, Stanley (1996). The Afrocentric Hustle, Journal of Blacks in Higher Education. Argues that, as a movement, Afrocentrism is a clever but essentially simple-minded hustle that, in its desire to have the power to define, often justifies low-quality scholarship. Its central failure is the failure to recognize what African Americans have done to realize the truest meanings of democratic possibility. Descriptors: Achievement, Afrocentrism, Black Culture, Black Studies

Johnson, Margaret J.; Pajares, Frank (1996). When Shared Decision Making Works: A 3-Year Longitudinal Study, American Educational Research Journal. The implementation of a shared decision making (SDM) project in a large public secondary school was studied for three years. Factors that enhanced the SDM process were the confidence stakeholders had in themselves, resource availability, creation of democratic rules and procedures, early and concrete accomplishments, and the principal's support. Descriptors: Achievement, Cooperation, Democracy, Educational Change

Mattern, Mark (1997). Teaching Democratic Theory Democratically, PS: Political Science and Politics. Describes an undergraduate course on democratic theory where that theory was modeled and incorporated into the course design. Students choose the curriculum, means of instruction, and methods of evaluation. The positive results demonstrate that most students are capable of assuming more responsibility for their own education. Descriptors: Citizenship Education, Classroom Environment, Democracy, Democratic Values

Heidelberg Coll., Tiffin, OH. (1976). Institutes on Ancient and Modern Studies. Readings and ten weeks of discussions at institutes about current societal malaise, problems of growth, implications of growth for freedom and justice, and the "good" society are summarized. College, university, and secondary-school participants represented the humanities, social sciences, and sciences. Focusing on current problems, institute participants examined contemporary issues from a classical standpoint. A central aim of the institutes was to enable participants to recognize the multiplicity of facets of a major issue and their interrelatedness. Also, participants were to become aware of the range of concepts that emerge in dialogue among individuals from diverse fields and that develop in the examination of a contemporary theme on classical premises. The classical premises include the interconnectedness and interdependence of all things, organic growth, equilibrium, man the measure, and the concept of the "good" community. Separate chapters discuss The Greek Perspective, The National Well-Being: Problems and Perspectives, Growth, Freedom, Justice, and Implications. A reading list of 69 books, papers, and articles is included.   [More]  Descriptors: Civil Liberties, Classical Literature, Community Responsibility, Democracy

Bowen, Howard R. (1980). A Nation of Educated People, Liberal Education. The higher education system is seen as having deteriorated in the 1970s due to change in academic schedules, increased size of institutions, impaired effectiveness of faculties, inability of institutions to adjust to increased percentage of disadvantaged students, increase in part-time and nonresidential students, and excessive market orientation of institutions. Descriptors: College Faculty, Commuting Students, Democracy, Educational Quality

Beadie, Nancy (1996). The Significance of the American High School, American Journal of Education. Focusing on the middle of the 19th-century, William J. Reese tells how the public high school went from being an embattled institution with an antirepublican image to a dominant educational institution. Tracing the early development of high schools is an important contribution to the history of education. Descriptors: College Bound Students, College Preparation, Democracy, Educational Change

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