Academic literature on the topic 'Democracy and education Teachers Democracy'
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Journal articles on the topic "Democracy and education Teachers Democracy"
Tholin, Kristin Rydjord, and Turid Thorsby Jansen. "Demokratiske samtaler i barnehagen?" Tidsskrift for Nordisk barnehageforskning 4, no. 2 (2011): 103–14. http://dx.doi.org/10.7577/nbf.310.
Full textMasamah, Ulfa. "DEMOCRACY AND EDUCATION ISLAM." Ta'dib 20, no. 2 (2016): 279. http://dx.doi.org/10.19109/td.v20i2.219.
Full textLeach, Tony. "Democracy in the classroom." Power and Education 10, no. 2 (2018): 181–94. http://dx.doi.org/10.1177/1757743818756911.
Full textLevinson, Meira. "Challenging Deliberation." Theory and Research in Education 1, no. 1 (2003): 23–49. http://dx.doi.org/10.1177/1477878503001001003.
Full textObiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.
Full textAvramovic, Zoran. "Education for civil society or democracy." Zbornik Instituta za pedagoska istrazivanja 38, no. 2 (2006): 445–55. http://dx.doi.org/10.2298/zipi0602445a.
Full textMancini, Chantal. "Austerity, Struggle, and Union Democracy: Bill 115 and the Ontario Secondary School Teachers’ Federation, an Insider View." Labor Studies Journal 45, no. 1 (2020): 8–31. http://dx.doi.org/10.1177/0160449x20901646.
Full textSoong, Hannah. "Transnational teachers in Australian schools: Implications for democratic education." Global Studies of Childhood 8, no. 4 (2018): 404–14. http://dx.doi.org/10.1177/2043610618814907.
Full textMichelli, Nicholas M. "Teacher Education in a Democracy." Thinking: The Journal of Philosophy for Children 14, no. 3 (1999): 2–10. http://dx.doi.org/10.5840/thinking19991439.
Full textMichelli, Nicholas. "Teacher Education in a Democracy." Inquiry: Critical Thinking Across the Disciplines 8, no. 2 (1991): 1. http://dx.doi.org/10.5840/inquiryctnews1991828.
Full textDissertations / Theses on the topic "Democracy and education Teachers Democracy"
Hess, Michael E. "The long walk with democracy : democratic teacher narratives in rural Appalachian Ohio /." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3353543.
Full textLindhe, Cecilia, and Caroline Hägelmark. "Skoldemokrati : School democracy, Teacher´s' view on school democracy and its integration in education." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-619.
Full textSyftet med detta arbete är att undersöka lärares syn på skoldemokrati och dess integrering i undervisningen. Vi har även gjort en egen definition av begreppet skoldemokrati för att kunna ställa det mot våra respondenters syn. Arbetet bygger på kvalitativa intervjuer med lärare för de senare åren och gymnasiet. Vi utgick från en intervjuguide för att kunna hålla oss inom ramarna för vårt syfte. Av vårt resultat framkom att de lärare vi intervjuade har en liknande syn kring skoldemokrati, de flesta talar också om hur viktigt det är att hålla begreppet levande i verksamheten. Lärarna uppvisar även en samsyn vad gäller integreringen av skoldemokrati i sin dagliga undervisning, de beskriver och ger exempel på hur de arbetar med det. I vår diskussion har vi diskuterat och problematiserat kring respondenternas svar genom att ställa dem mot de teoretiska utgångspunkter vi har valt och utifrån egna reflektioner.
Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.
Full textPreparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Hess, Michael E. II. "The Long Walk with Democracy: Democratic Teacher Narratives in Rural Appalachian Ohio." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1229977660.
Full textLewis-Ferrell, Genell Dawn. "Democracy renaissance civic education as a framework for elementary education methods courses /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274918.
Full textSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2902. Adviser: Terrence C. Mason. Title from dissertation home page (viewed Apr. 14, 2008).
Hostetler, Andrew Leon. "UNDERSTANDING THE RELATIONSHIP BETWEEN BELIEFS ABOUT DEMOCRACY AND PRACTICE: HOW THREE BEGINNING SOCIAL STUDIES TEACHERS ENACT PERSONAL PRACTICAL THEORIES." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342031318.
Full textPiazza, Peter. "Neo-democracy in educational policy making: Teachers' unions, Education Reform Advocacy Organizations and threats to public engagement in the new policy arena." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104144.
Full textThis dissertation explores the many, complex changes to educational policy making in recent years. I conduct a critical policy analysis of a Massachusetts law that limits seniority-based job protections for public K-12 teachers. Garnering considerable controversy, the law was the result of private negotiations between the state's largest teachers' union and Stand for Children, a national Education Reform Advocacy Organization (ERAO). I use data from interviews with policy stakeholders, observations of public meetings and policy artifacts to explore struggles over public engagement in what unfolded as a highly undemocratic policy development process. My theoretical framework combines Stephen Ball's "policy cycle" (Ball, 1993; Bowe, Ball & Gold, 1992) with deliberative democratic theory. Aligned with Ball's work, I explore the ways that political discourses shaped struggles in various "contexts" of the policy development process. I demonstrate that policy development was a messy, non-linear process that involved complicated argumentation about teachers' unions, ERAOs, and community organizing. Informed by deliberative democratic theory, I focus on concrete efforts taken to include, or exclude, the public from the policy debate, and I highlight discourses that appeared to justify these political decisions. I argue that the case is indicative of what I am calling "neo-democratic" decision making, in which high-level interest group conflict leads to narrow forms of democratic engagement. I trace changes in each organization's political identity over the course of the conflict, and I demonstrate that identity was connected in important ways to underlying beliefs about policy making and public engagement. Fueled by interest group conflict, both Stand for Children and the Massachusetts Teachers' Association sought to promote the organizational identity that best suited their political interests. In the process, each organization pursued narrow forms of democratic engagement that clashed with their own organizational mission statements. I use findings from the case to offer suggestions for moving beyond the "neo-democratic" era and towards a system of policy making that aspires to higher democratic ideals
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Behairy, Maram. "Education for Democracy: Mixed Methods Case Studies of Teachers' Critical Thinking Dispositions and Their Teaching Styles." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3497.
Full textWiese, Eline Fatima. "Teaching sensitive issues : teacher training, education for democracy and HIV/AIDS in South Africa." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1644/.
Full textMhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
Full textBooks on the topic "Democracy and education Teachers Democracy"
Davies, Lynn. Democracy through teacher education. Centre for International Education and Research, 2002.
Smith, Lesley Ann. Democracy in education: Democratic practice in schools and teacher education. University of Birmingham, 1991.
Democracy, education, and governance: A developmental conception. State University of New York Press, 1993.
Matos, Michelle Nunes. Projeto pedagógico para a cidadania. Autêntica, 2007.
Stitzlein, Sarah Marie. Teaching for dissent: Citizenship education and political activism. Paradigm Publishers, 2012.
Ilić, Mile. Responsibilna nastava. 2nd ed. Univerzitet u Banjoj Luci, 2002.
Ilić, Mile. Responsibilna nastava. 2nd ed. Univerzitet u Banjoj Luci, 2002.
Sheardy, Richard Dean. Science education and civic engagement: The SENCER approach. Edited by American Chemical Society. Division of Chemical Education. American Chemical Society, 2010.
Teaching for dissent: Citizenship education and political activism. Paradigm Publishers, 2012.
Beikoku tainichi senryōka ni okeru "kyōshoku tsuihō" to kyōshoku tekikaku shinsa. Gakujutsu Shuppankai, 2007.
Book chapters on the topic "Democracy and education Teachers Democracy"
Weiner, Lois. "The Teachers’ Trifecta: Democracy, Social Justice, Mobilization." In Teacher Unions in Public Education. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137426567_12.
Full textMedway, Peter, John Hardcastle, Georgina Brewis, and David Crook. "The Period, the Education System, and the Teaching of English." In English Teachers in a Postwar Democracy. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137005144_2.
Full textHolloway, Jessica. "Democracy and Education: Why Pluralism Matters." In Metrics, Standards and Alignment in Teacher Policy. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4814-1_11.
Full textWatson, Brenda. "What is the role of the teacher?" In Making Education Fit for Democracy. Routledge, 2020. http://dx.doi.org/10.4324/9780429270444-9.
Full textWebster, R. Scott. "Teacher-Educators as Intellectuals for Democracy or Neoliberalism." In Encyclopedia of Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_391-1.
Full textGondwe, Foster, and Elias Mwakilama. "Examining the intersection of democracy, teacher education and ICT." In Education, Communication and Democracy in Africa. Routledge, 2021. http://dx.doi.org/10.4324/9781003125440-10.
Full textEdling, Silvia, and Johan Liljestrand. "“Democracy for me is saying what I want”." In Teacher Education and the Development of Democratic Citizenship in Europe. Routledge, 2019. http://dx.doi.org/10.4324/9780429030550-10.
Full textMoreira, Maria Alfredo. "On Democracy and Learner Autonomy in Initial Teacher Education: Guerrilla Warfare?" In Reconstructing Autonomy in Language Education. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230596443_5.
Full textLange, Dirk, and Sven Rößler. "Civic Education as Profession: Current Developments in German (Higher) Educational System and Qualification Opportunities for Teachers and Trainers." In Citizenship, Democracy and Higher Education in Europe, Canada and the USA. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137287489_10.
Full textSaqipi, Blerim. "The evolving concept of democracy in the Kosovo education system." In Teacher Education and the Development of Democratic Citizenship in Europe. Routledge, 2019. http://dx.doi.org/10.4324/9780429030550-8.
Full textConference papers on the topic "Democracy and education Teachers Democracy"
Fan, Ming. "Education Democracy - The Spiritual Equality Encounter between Teachers and Students." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.230.
Full textSundawa, Dadang, and Asep Dahliyana. "The Influence of Civic Education Teachers’ Competence on Classroom as a Laboratory of Democracy." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007095301950199.
Full textKarnyushina, Ver, Sergey Arkhipov, Valentina Shakhova, and Nadezhda Arupova. "STRATEGIES PERFORMED BY TEACHERS AS A FORM OF PERSUASION AND INFLUENCE DURING CLASSES: DEMOCRACY OR AUTHORITY?" In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2003.
Full textKerr-Sheppard, Gillian. "TEACHING DEMOCRACY IN SCHOOLS: THE IMPACT OF TEACHERS’ BELIEFS AND VALUES ON THE DELIVERY OF EDUCATION FOR DEMOCRATIC CITIZENSHIP." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1565.
Full textKgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.
Full textMontenegro, Carlos-Daniel, Pedro Nunes-Da-Silva, and Carlos Montenegro. "E-Democracy." In ICDEL 2020: 2020 the 5th International Conference on Distance Education and Learning. ACM, 2020. http://dx.doi.org/10.1145/3402569.3402596.
Full textTakahashi, Mitsuru. "REEXAMINING THE DELIBERATIVE DEMOCRACY: COMMUNITY, ADULT EDUCATION AND DEMOCRACY." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/1.1/s01.007.
Full textZhu, PingPing. "Equality of Democracy." In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.41.
Full textUlfah, Fitria, Hani Yulindrasari, and Vina Adriany. "Democracy and Early Childhood Education." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007036500930096.
Full textRuliene, Lyubov N. "Digital Democracy In Educational Management." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.14.
Full textReports on the topic "Democracy and education Teachers Democracy"
Kolesnyk, Larysa, Tetiana Matusavech, and Iryna Shaposhnikova. Democracy in education: examining the experiences, perspectives, and perceptions of democracy in primary teacher education in ukraine Research report. “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/009-20/978-966-2716-50-4/2020-68.
Full textAcemoglu, Daron, Simon Johnson, James Robinson, and Pierre Yared. From Education to Democracy? National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11204.
Full textGlaeser, Edward, Giacomo Ponzetto, and Andrei Shleifer. Why Does Democracy Need Education? National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12128.
Full textde la Croix, David, and Matthias Doepke. To Segregate or to Integrate: Education Politics and Democracy. National Bureau of Economic Research, 2007. http://dx.doi.org/10.3386/w13319.
Full textKolesnyk, Larysa, Tetiana Matusavech, and Iryna Shaposhnikova. Report on the results of the sociological survey "Democracy in Education". “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/008-20/978-966-2716-45-0/2020-68.
Full textFieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.094.
Full textArtis, Roslyn, Connie Ledoux Book, Jennifer Clinton, John S. Lucas, James P. Pellow, and Dawn Michele Whitehead. Advancing Global Stability and U.S. National Security through Peaceful Exchange. The International Coalition (coordinated by The Forum on Education Abroad), 2021. http://dx.doi.org/10.36366/ic.agsausnstpe.03312021.
Full textCachalia, Firoz, and Jonathan Klaaren. A South African Public Law Perspective on Digitalisation in the Health Sector. Digital Pathways at Oxford, 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/05.
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