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Doing democracy: A study of nine eff...

Kanner, Elisabeth Fieldstone.

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Doing democracy: A study of nine effective civic educators.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Doing democracy: A study of nine effective civic educators./
作者:	Kanner, Elisabeth Fieldstone.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1707.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176339
ISBN:	0542159775

Doing democracy: A study of nine effective civic educators.
Kanner, Elisabeth Fieldstone.

Doing democracy: A study of nine effective civic educators. - 211 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1707.

Thesis (Ed.D.)--Harvard University, 2005.

The purpose of this study is to learn from nine teachers whose pedagogy reflects the research consensus around the teaching practices that are most conducive to nurturing students' capacities for participatory citizenship. I call these teachers "effective civic educators." At this point, researchers have not taken a comprehensive look at teachers' personal, professional and political lives in order to understand the process of becoming an effective civic educator. Thus, the themes and theories that emerge from this study can provide a road map for future research in this largely unexplored area and can contribute to our understanding of why this style of pedagogy may be under-represented in American classrooms and how we might reverse this trend so that more students can receive effective civic instruction.

ISBN: 0542159775Subjects--Topical Terms:

1019148
Education, Social Sciences.

Doing democracy: A study of nine effective civic educators.
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245 1 0 $a Doing democracy: A study of nine effective civic educators.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1707.
500 $a Adviser: Mica Pollock.
502 $a Thesis (Ed.D.)--Harvard University, 2005.
520 $a The purpose of this study is to learn from nine teachers whose pedagogy reflects the research consensus around the teaching practices that are most conducive to nurturing students' capacities for participatory citizenship. I call these teachers "effective civic educators." At this point, researchers have not taken a comprehensive look at teachers' personal, professional and political lives in order to understand the process of becoming an effective civic educator. Thus, the themes and theories that emerge from this study can provide a road map for future research in this largely unexplored area and can contribute to our understanding of why this style of pedagogy may be under-represented in American classrooms and how we might reverse this trend so that more students can receive effective civic instruction.
520 $a Through individual interviews, group interviews, surveys and observations, this study identified the following key factors that nine effective civic educators perceive have motivated, informed, and/or sustained their work: (1) their ability to design civically-focused curricula, (2) the strength of their convictions about the civic mission of schools, participatory citizenship and social justice, (3) the supportive conditions of the schools in which they work (philosophical match, like-minded colleagues, and autonomy).
520 $a The results of this study suggest that effective civic instruction may depend upon the presence of all three of these variables. Consequently, effective civic instruction may only occur within small pockets of the public school system, in particular schools that can attract and retain teachers who have the ability to invent civically-focused curricula and the strength of conviction that motivates them to do so. This study, therefore, provides one possible explanation for the scarcity of effective civic instruction documented by the civic education literature. For those who believe that all students should be prepared for participatory citizenship, this finding raises considerable concern. The results of this study coupled with research on large-scale instructional improvement suggest that expanding effective civic instruction throughout a school system might require the combined efforts of policy-makers, teacher educators, school leaders, researchers, teachers, and the American public.
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