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Educating for democracy: How the pr...

Brantingham, Andrya Jean.

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Educating for democracy: How the principles of democracy are enculturated into an intermediate elementary classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Educating for democracy: How the principles of democracy are enculturated into an intermediate elementary classroom./
作者:	Brantingham, Andrya Jean.
面頁冊數:	146 p.
附註:	Adviser: Carol Bryant.
Contained By:	Dissertation Abstracts International62-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3010708
ISBN:	0493200940

Educating for democracy: How the principles of democracy are enculturated into an intermediate elementary classroom.
Brantingham, Andrya Jean.

Educating for democracy: How the principles of democracy are enculturated into an intermediate elementary classroom. - 146 p.

Adviser: Carol Bryant.

Thesis (Ph.D.)--University of Wyoming, 2001.

This investigation utilized case study methodology (Goetz & LeCompte, 1984; Merriam, 1988) to examine how the principles of democracy, specifically freedom, equality and fraternity are enculturated into the classroom at the intermediate elementary level. Purposive sampling techniques (Bogdan & Biklen, 1998) led to the selection of the two classrooms that had been identified by university faculty as incorporating democratic elements within the daily happenings. The investigation focused on one question: How are the principles of democracy, particularly freedom, equality, and fraternity enculturated into the classroom on a daily basis?

ISBN: 0493200940Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Educating for democracy: How the principles of democracy are enculturated into an intermediate elementary classroom.
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520 $a This investigation utilized case study methodology (Goetz & LeCompte, 1984; Merriam, 1988) to examine how the principles of democracy, specifically freedom, equality and fraternity are enculturated into the classroom at the intermediate elementary level. Purposive sampling techniques (Bogdan & Biklen, 1998) led to the selection of the two classrooms that had been identified by university faculty as incorporating democratic elements within the daily happenings. The investigation focused on one question: How are the principles of democracy, particularly freedom, equality, and fraternity enculturated into the classroom on a daily basis?
520 $a Primary data included interviews from both classroom teachers and two student focus groups that met five times between February and April. Data also included classroom observations and interviews with staff members, including the school administrator who worked within these classrooms, and parents of students from both classes.
520 $a Data analysis revealed three themes: (1) Freedom with Responsibility, (2) Decision-Making for the Common Good, and (3) Respect Among Levels. First, data showed the understanding by participants of the importance of freedom with responsibility. Along with the freedoms each participant was granted, a responsibility was expected. Responsibility was noted through the teaching methods used by participating teachers, the trust participants showed for each other, and the equality of participants' voice. Second, decision-making procedures included forums for open discussions and problem solving strategies that benefited the common good of the community. Last, the respect among levels within the classrooms and school was evidenced through the inclusion of special education students into the general education classrooms, and the support from peers that participants felt was a strong element of the culture of the classrooms studied.
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