Democratic Classroom Theory to Inform Practice

ISBN-10: 1572732199
ISBN-13: 9781572732193
Edition: 1999
List price: $29.50
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Description: This text argues that difficult problems can not be solved without a democratic process. Essential to the resolution of such problems is a reconstructed school that prepares students to become effective problem solvers and informed, responsible  More...

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Book details

List price: $29.50
Copyright year: 1999
Publisher: Hampton Press, Incorporated
Binding: Paperback
Pages: 384
Size: 6.50" wide x 9.25" long x 1.00" tall
Weight: 1.144
Language: English

This text argues that difficult problems can not be solved without a democratic process. Essential to the resolution of such problems is a reconstructed school that prepares students to become effective problem solvers and informed, responsible democratic citizens.

George W. Noblit became a sociologist in the 1970s, a time of turbulent social change. Research on crime, delinquency and deviance led to a focus on schooling in the lives and futures of youth.Through a study of school desegregation, he began a program of research on the social construction of race, using ethnographic research to study schools and other educational scenes. Noblit is intrigued with how knowledge--often taken as good in its own right--is implicated in creating the very problems it is asked to solve.Noblit studies the various ways knowledge is constructed and how the competition over which knowledge counts construct powers and difference. This process means exploring both the highest reaches of theory and the everyday lives of people as they struggle to make sense of the world. To Noblit, "there is not a theory-practice gap, only a failure of imagination." Noblit conducts funded evaluation projects, most recently on A+ (arts-enhanced) schools (the subject of his 2009 book), charter schools and prison education for youth adult offenders in North Carolina. "For me, evaluation and policy studies are a way to be part of larger political processes in our society," he says, "and to help shape the agendas of important innovations."

Series Preface
Introducing the Argument and Summarizing the Debate: Democracy and a General Theory of Educationp. 1
The Role of the Schools and the Importance of a General Theory of Educationp. 41
Meeting the Goal of Student Participation in Decisions that Affect One's Life: Developing the Skills for Responsible Political Empowermentp. 85
The Problem-Solving Curriculum in a Democratic Classroom: Helping Students Learn How to Solve Important Social Problemsp. 121
Building a Democratic Culturep. 161
Personal Problems or Difficulties as Problem-Solving Curriculum in the Democratic Classroomp. 199
Rights as an Integral Component of a General Theory of Democratic Educationp. 221
Equal Encouragement in the Democratic Classroomp. 245
The Democratic Teacher-Leader, Theoretician, and Researcher: The Heart of the Educational Process in the Classroomp. 291
Democratic Evaluation and Researchp. 311
Last Thoughtsp. 331
Author Indexp. 345
Subject Indexp. 351
Table of Contents provided by Blackwell. All Rights Reserved.

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