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Participating in a democratic high s...

Kira, Naoshi.

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Participating in a democratic high school: The experiences of students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Participating in a democratic high school: The experiences of students./
作者:	Kira, Naoshi.
面頁冊數:	228 p.
附註:	Adviser: Susan Moore Johnson.
Contained By:	Dissertation Abstracts International60-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9933138
ISBN:	9780599336537

Participating in a democratic high school: The experiences of students.
Kira, Naoshi.

Participating in a democratic high school: The experiences of students. - 228 p.

Adviser: Susan Moore Johnson.

Thesis (Ed.D.)--Harvard University, 1999.

Inspired by John Dewey's vision of schools as miniature democratic communities and operationalized by his followers, democratic schools have democratic forms of school governance, classroom management, and human relations to allow students and staff to practice democracy. In this qualitative study, I examined students' experiences of participating in one such democratic school---the School-Within-a-School (SWS) (117 10--12th graders) in Brookline High School, Brookline, Massachusetts---by interviewing 21 students and all 6 staff members, observing weekly Town Meetings (the major forum of school governance), academic classes, and committee meetings, and reviewing relevant documents.

ISBN: 9780599336537Subjects--Topical Terms:

626645
Education, Administration.

Participating in a democratic high school: The experiences of students.
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520 $a Inspired by John Dewey's vision of schools as miniature democratic communities and operationalized by his followers, democratic schools have democratic forms of school governance, classroom management, and human relations to allow students and staff to practice democracy. In this qualitative study, I examined students' experiences of participating in one such democratic school---the School-Within-a-School (SWS) (117 10--12th graders) in Brookline High School, Brookline, Massachusetts---by interviewing 21 students and all 6 staff members, observing weekly Town Meetings (the major forum of school governance), academic classes, and committee meetings, and reviewing relevant documents.
520 $a Although democratic schooling is often equated with democratic school governance, all the 21 students interviewed regarded democratic human relations and democratic classes also as indispensable features of their democratic school. The students stressed the importance of getting to know their teachers and peers well and being treated respectfully and cared for collectively by the staff. Such trusting student-teacher relationships, along with teachers' emphases on students' voice and responsibility for their learning process, became a motivating force for their participation in their democratic classes. I also found that these major features of democratic schools were interrelated and rested on foundational elements, including the small size of the school.
520 $a I also examined students' changing attitudes and behaviors. Using Jean Lave and Etienne Wenger's analytic perspective of legitimate peripheral participation and Dewey's notions of agents and spectators, I classified the students into 3 groups. "Agents" got actively involved in Town Meetings and volunteered to serve on committees, thereby making an important contribution to community activities. "Spectators" were hardly involved in community activities and remained passive members. "Semi-agents" were at first spectators, but increased their involvement in their junior or senior year, often started with their voluntary participation in committees.
520 $a Democratic schooling, as enacted in SWS, promoted personalized, meaningful learning and a sense of social efficacy in students. This implies that if conventional public high schools are to promote students' engagement in learning and schooling, more attention needs to be paid to the importance of democratic forms of human relations, classroom management, and school governance.
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