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Informationen zum Autor Caroline R. Pryor is Professor of Curriculum and Instruction in the School of Education, Health, and Human Behavior at Southern Illinois University Edwardsville. Pryor teaches graduate courses in Analysis of Instruction, Curriculum Models, Adult Education and Grant Writing. Pryor’s teaching and research focus is STEM-Social Studies curriculum integration. Klappentext Democratic Practices in Education: Implications for Teacher Education presents the findings of eleven teacher educators as they examine the meaning of democracy and its application to classroom practice. There is a shared belief among all contributors to this volume: that incorporating democratic practice into teacher education is an essential requirement to introducing democratic practices in K-12 classrooms. The contributors also believe that a democratic society requires education that's compatible with democracy. Topics of discussion include: · The principles underlying democracy · Implications for equity, and access of at-risk minority students · Efforts to introduce democratic practice into teacher preparation, and the positive results derived from those efforts · The application of character education to democratic practices Key principles: ·Importance of rights ·Nature of authority ·Equality ·Student input into teacher education Democratic Practices in Education will provoke debate and stimulate interest, understanding, and competence in the development of democratic practices at all levels of schooling for teachers and teacher educators. Zusammenfassung This book presents the findings of eleven teacher educators as they examine the meaning of democracy and its application to classroom practice. It will stimulate interest! understanding! and competence in the development of democratic practices at all levels of schooling. Inhaltsverzeichnis Part 1 Acknowledgments Part 2 Preface, by Art Pearl and Caroline R. Pryor Part 3 Introduction, by Art Pearl Chapter 4 1 Transforming Schools into Democratic Sites Chapter 5 2 Democratic Education: Goals, Principles, and Requirements Chapter 6 3 Democratic Practices as Manifested through Character Education Chapter 7 4 Democracy, Schools, and Cultural Minority Groups Chapter 8 5 European and American Influences on Democratic Practice at the Professional Development School: Postbaccalaureate Students in Early Field Experience Chapter 9 6 The Praxis of Democracy in Undergraduate Education Chapter 10 7 The Democratic Classroom: A Model That Works Chapter 11 8 Democratic Practices in Education and Curriculum Chapter 12 9 Democracy in Education: Shared Governance Chapter 13 10 Teacher Participation in School Decision Making Part 14 About the Editors ...
