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Articles 1 - 23 of 23
Full-Text Articles in Education
Rubrics - Creating Transparency For Effective Teaching And Learning, Seamus Harrington
Rubrics - Creating Transparency For Effective Teaching And Learning, Seamus Harrington
Other Resources
No abstract provided.
Practices To Live With, Invitations For Change. A Book Review Of Descriptive Inquiry In Teacher Practice: Cultivating Practical Wisdom In Create Democratic Schools, Dana Frantz Bentley
Practices To Live With, Invitations For Change. A Book Review Of Descriptive Inquiry In Teacher Practice: Cultivating Practical Wisdom In Create Democratic Schools, Dana Frantz Bentley
Democracy and Education
This review explores the discourse between theory and practice put forth in Cara E. Furman and Cecelia E. Traugh's Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. Through the practice of descriptive inquiry, these two authors engage in a lively examination of schools and educators developing individualized democratic practices. This review explores the engaging conversations between schools, educators, and school communities as they learn to center their democratic teaching on human dignity, and a focus on practical wisdom.
Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia
Understanding Conflict In Education For Democracy. A Response To "The Value Of Conflict And Disagreement In Democratic Teacher Education", Steven P. Camicia
Democracy and Education
Teachers are often apprehensive about facilitating deliberation in classrooms because conflicts can develop when deliberations surround issues of authentic concern to students. However, conflict is central to deliberation, and the identities and experiences of participants must be reflected in deliberation. These differences challenge the assumptions of neutrality and a common good that can restrain conflict. Harell’s article focuses upon many of these aspects of deliberation and the essential role of facilitators as conflicts emerge from deliberation. In my response to Harell, I extend his findings by developing the themes of conflict, identity, and inclusion. These themes are conceptually linked and …
Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry
Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry
Democracy and Education
Learning through and in partnership with the arts has the potential to expand experiences beyond what can be measured on any standardized test assessment. The arts may offer sites of reflexive contemplation and engagement, extending learning outward, away from disciplinary silos and toward transdisciplinary action learning—a heuristic device enabling multiple modes or processes of multitextual knowing and becoming. In The Role of the Arts in Learning: Cultivating Landscapes of Democracy, the editors nurture a space of consideration toward democratic learning. By harnessing the historical and pragmatic theories and philosophies of John Dewey and Maxine Greene, in concert with additional …
Controversy And The Common Core. A Book Review Of Common Core: National Education Standards And The Threat To Democracy, Courtney L. Gilday
Controversy And The Common Core. A Book Review Of Common Core: National Education Standards And The Threat To Democracy, Courtney L. Gilday
Democracy and Education
For a decade, the Common Core State Standards (CCSS) have been no stranger to controversy. Tangled in the discourse have been numerous scholars, practitioners, policymakers, and community members. Many of those in favor of the Common Core argue that national standards provide a foundation on which to build equitable opportunities for student success, while those opposed say that they disempower autonomy of local schools, community members, parents, and students themselves. In Common Core: National Education Standards and the Threat to Democracy, Tampio (2018) highlights how national standards create barriers for students to operate as citizens in a democratic society. He …
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Democracy and Education
In Educating for Empathy: Literacy Learning and Civic Engagement, Mirra describes the value of teaching “critical civic empathy” in K–12 literacy classrooms. Distinguished from standard curricular uses of empathy that stress politeness at the level of the individual, critical civic empathy challenges students to take active steps toward questioning how imbalances of power and privilege arise and what assumptions should be questioned in order to address those imbalances. Mirra examines various teachers who center social issues in their literacy classrooms through the use of literature, the techniques of high school debate, research methodologies that see students as knowledge producers, …
Media Literacy As An Internal And External Process. A Response To “Red States, Blue States, And Media Literacy: Political Context And Media Literacy”, Jolie C. Matthews
Media Literacy As An Internal And External Process. A Response To “Red States, Blue States, And Media Literacy: Political Context And Media Literacy”, Jolie C. Matthews
Democracy and Education
Curry and Cherner’s article, “Red States, Blue States, and Media Literacy: Political Context and Media Literacy,” discusses preservice teachers’ perspectives of teaching media literacy skills in politically opposite “Red” and “Blue” States. In this response, I argue the inclusion of additional demographic information about participants might open up new avenues for which to analyze the data. I also address how the article theoretically takes up media literacy as well what other definitions exist, with suggestions for how the term might be expanded to include internal (self-reflective) and external (outside sources) processes for students and educators to consider.
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Democracy and Education
This article is a response to a theoretical and philosophical examination of agonistic deliberation in classrooms, which requires accepting the legitimacy of perspectives that are outside of prevailing societal norms and the expression of political emotion. The author argues that students must develop certain dispositions to achieve productive ends in negotiations and that the role of teachers in the deliberative process must be clarified. He concludes that modifying instructional practices to include agonistic deliberation can potentially open up public spaces in classrooms for more inclusive and equitable deliberative practices.
Supporting Students' Choice And Voice In Discovering Empathy, Imagination, And Why Literature Matters More Than Ever, Kimberly Hill Campbell
Supporting Students' Choice And Voice In Discovering Empathy, Imagination, And Why Literature Matters More Than Ever, Kimberly Hill Campbell
Democracy and Education
This article explores why we need to be intentional about the literature we explore in our English language arts classrooms. It explores the question of what literature should be considered and strategies for using democratic practices in support of literature circles. It also reinforces the importance of collaborative practitioner research to explore curriculum decisions and classroom practice to ensure we are meeting the needs of the diverse students with whom we work.
In Defense Of Ambiguity In Education. A Book Review Of Rethinking Sexism, Gender, And Sexuality, Caitlin Howlett
In Defense Of Ambiguity In Education. A Book Review Of Rethinking Sexism, Gender, And Sexuality, Caitlin Howlett
Democracy and Education
This article offers a positive review of Rethinking Sexism, Gender, and Sexuality, a readable and refreshing account of the ambiguities and possibilities relating to gender and sexuality in education today. The review argues that, with a focus on public school experiences, this collection of vignettes, lessons, and critical essays, amounts to a resource that is of great value to teachers, preservice teachers, teacher educators, and citizens as they navigate the ever-changing winds of gender and sexuality, particularly as they diverge and multiply along categories of race, religion, ethnicity, and class. This book offers hope and excitement for those of us …
Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell
Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell
Democracy and Education
In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply embedded within the worldview of many students in K–12 classrooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a)sexuality, (dis)ability, and social class, ignoring these important characteristics of students’ lived experiences is detrimental to learning outcomes and reinforces dominating …
Examination Of The New Tech Model As A Holistic Democracy, Jill Bradley-Levine 4355986, Gina Mosier
Examination Of The New Tech Model As A Holistic Democracy, Jill Bradley-Levine 4355986, Gina Mosier
Democracy and Education
Using the Degrees of Democracy Framework (Woods & Woods, 2012), we examined eight New Tech (NT) high schools to determine the extent to which they demonstrated characteristics of holistic democracy. We collected qualitative data, including observations and interviews during the fourth year of implementation. Findings indicated that the eight NT schools demonstrated many features of holistic democracy with a few exceptions. This study has implications for researchers and school communities interested in measuring holistic democracy in other schools and within school models.
Media Literacy As Mindful Practice For Democratic Education. A Response To “Transaction Circles With Digital Texts As A Foundation For Democratic Practices”, Theresa Redmond
Democracy and Education
This essay is a response to Brown’s (2015) article describing her strategy of transaction circles as a student-centered, culturally responsive, and democratic literacy practice. In my response, I provide further evidence from the field of media literacy education (MLE) that serves to enhance Brown’s argument for using transaction circles in order to promote democratic discourse, specifically augmenting her ideas by connecting the purposes and processes of transaction circles with key implications of media literacy pedagogy. I invite Brown to consider how her concept of transaction circles may be extended in three ways: (a) through acknowledging the indispensable role of the …
The Challenges Of Gaming For Democratic Education: The Case Of Icivics, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska
The Challenges Of Gaming For Democratic Education: The Case Of Icivics, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska
Democracy and Education
Video games are the most recent technological advancement to be viewed as an educational panacea and a force for democracy. However, this medium has particular affordances and constraints as a tool for democratic education in educational environments. This paper presents results from a study of the design and content of four iCivics games and their potential to meet the goals of democratic education. Specifically, we focus on the games as designed experiences, the nature and accuracy of the content, and the nature of intellectual engagement in the games. We find that the games, while easily accessible and aligned with standardized …
Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert
Democracy and Education
This is a book review of The Political Classroom: Evidence and Ethics in Democratic Education, by Hess and McAvoy.
A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley
A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley
Democracy and Education
The anthology Critical Consciousness in Curricular Research: Evidence from the Field (William-White, Muccular, D., Muccular, G., & Brown, 2013) contains a multilogical collection of strategies for establishing curriculum work as an integral part of what it means to be a teacher. Although the contributors represent a diverse range of backgrounds, perspectives, and years in education, a common manifesto emerges: Curriculum inquiry is a pathway for the enactment of democratic pedagogy and enfranchisement of marginalized students (and teachers). The editors provide a vibrant and engaging testimony of hope with which to revitalize the notion of curriculum work as part of what …
Moving Toward Equitable, Accessible, And Relevant Mathematics For All. A Book Review Of Rethinking Mathematics: Teaching Social Justice By The Numbers, Lauren Provost
Democracy and Education
A book review of Rethinking Mathematics: Teaching Social Justice by the Numbers, edited by Eric Gutstein and Bob Peterson.
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
Democracy and Education
A review of the book Teaching About Hegemony: Race, Class and Democracy in the 21st Century, by Paul Orlowski (Springer, 2011).
An Examination Of Newbery Medal Books From The 1920s Through The 2000s: Biblical Perspective, Kimberly Fleming
An Examination Of Newbery Medal Books From The 1920s Through The 2000s: Biblical Perspective, Kimberly Fleming
Doctoral Dissertations and Projects
Content analysis was conducted to determine the frequency of the presence of positive Biblical virtues and paired opposite traits across 18 Newbery Medal books from the 1920s through the 2000s because the Newbery Award is a prestigious honor bestowed upon children's literature, and the criteria for selection among books specifically precludes the necessity of good character. The fruit of the spirit listed in Galatians 5:22 served as the rubric by which the characters' thoughts, dialogue, and actions were measured. Consensus data was recorded, and chi-square tests of independence were conducted after three readers examined the presence and frequency of each …
Case Study Of A Participatory Health-Promotion Intervention In School, Venka Simovska
Case Study Of A Participatory Health-Promotion Intervention In School, Venka Simovska
Democracy and Education
This article discusses the findings from a case study focusing on processes involving pupils to bring about health-promotion changes. The study is related to an EU intervention project aiming to promote health and well-being among children (4–16 years). Qualitative research was carried out in a school in the Netherlands. Data sources include project documents, interviews, and observations. Thematic analysis was carried out combining the different data sources. The case study shows that, if given sufficient guidance, children can act as agents of health-promoting changes. The main arena for youth influence was the pupil council. Pupils were meaningfully involved in two …
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Democracy and Education
Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a participation structure, and an instructional procedure; and it centers on Hanson and Howe’s autonomy-building fulcrum—exchanging reasons. At a key moment in SAC, students are invited to step out of an assigned role and to form their “own” position on the issue. Parker argues that SAC is one way to mobilize …
Students Have Their Own Minds. A Response To “Beyond The Catch-22 Of School-Based Social Action Programs: Toward A More Pragmatic Approach For Dealing With Power”, Matthew Goldwasser
Students Have Their Own Minds. A Response To “Beyond The Catch-22 Of School-Based Social Action Programs: Toward A More Pragmatic Approach For Dealing With Power”, Matthew Goldwasser
Democracy and Education
In response to the authors’ work on finding a more pragmatic approach to dealing with power, this commentary calls into question the possibility of a preestablished agenda by the researchers, who struggled to engage high school students. There might have been a case of overly ambitious expectations at work; also, the authors confess to being in the school only once a week and that their students were themselves struggling to find their place in a new charter school with an emphasis on social action. This response challenges the authors to reexamine their wish to engage students with institutional power by …
Buscando La Libertad: Latino Youths In Search Of Freedom In School, Jason Irizarry
Buscando La Libertad: Latino Youths In Search Of Freedom In School, Jason Irizarry
Democracy and Education
Drawing from a two-year ethnographic study of Latino high school students engaged in youth participatory action research (YPAR), this article describes students’ quest for freedom in schools, locating their struggle within a larger effort to realize the democratic ideals of public schooling. Using Latino/a Critical Race Theory as a theoretical lens, the author demonstrates how popular discourse around the “achievement gap” often obscures the oppressive policies and practices implemented by educators that limit freedoms necessary for educational and personal development and profoundly influence the identities and life trajectories of Latino youth. The article concludes with an exploration of YPAR as …