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Framing a Model of Democratic Thinking to Inform Teaching and Learning in Civic Education

These findings have implications for curriculum specialists, teachers, and teacher educators. Social studies curriculum and instruction should provide opportunities for students to use their knowledge to reason about civic issues. Teacher education courses should focus on helping teachers develop research-based goals and instructional techniques that will equip students to use knowledge and information effectively.

Chapter 2 The Role of Thinking in Civic Education Reform Efforts: Lessons from
the Cold War Era to 9/1 1 As discussed in Chapter 1 , 1 propose that attention to
the cognitive processes necessary for responsible democratic citizenship is a ...

Reformasi and Teachers' Implementation of Civic Education in West Sumatra, Indonesia

The overall research question is: How is civic education really changing in the context of democratization in Indonesia? The following questions were investigated to answer the main research question: How have teachers' beliefs and practices changed along with democratization? What changes have been and are being made to civic education at the national level? How are teachers connected to the reform of civic education at the national level?

Assistantships at ELPS and the Center for International Education and
Development Assistance, a pre-dissertation travel grant from the Center for the
Study of Global Change, a Foreign Language Area Studies fellowship, and the
friendship of ...

Civic Education Policy and Practice in Post-Soviet Estonia, from Global Influences to Classroom Practice

Since the fall of the Berlin Wall, the West has invested billions of dollars to help post communist countries make the transition to democratic governance and free markets. One aspect of this effort is international assistance in the development of civic education programs. This dissertation seeks to understand the dynamics of the Estonian civic education policy landscape within its global context. Using qualitative research methods, special attention is paid to the flow of civic education materials, ideas or practices, as they make their way from international influences to classroom practice. Why aren't international materials being adopted more readily in the classroom? The absence is over determined: there are so many contributing factors, that even the removal of several of them might not be sufficient for such influence to begin to appear.

agricultural specialists, for example, integrated civics not with history but instead
with economics, and required two hours of study during the final year. Civic
education earned an entry in the Estonian Encyclopedia of 1934, which indicates
that ...

Democracy Renaissance: Civic Education as a Framework for Elementary Education Methods Courses

In conclusion, many questions arose throughout the study, including what constitutes a democratic citizen and what are the best approaches for stressing civic learning that is engaging and relevant to students' lives? Although conclusions describe and define through research and personal beliefs, they ultimately are not about teaching a "truth", but more about showing the students, prospective teachers, and teacher educators "how (they) must go about discovering the truth" (Rousseau, 1952, p.125).

Within this literature review, I will 1) present a foundation of research to support
social studies as civic education, 2) outline the current trends of social studies in
public education, 3) articulate the role of teacher education in the perpetuation of
 ...

Deliberative Civic Education and Student Civic Engagement

Deliberative democratic theory presupposes that face-to-face group deliberation can increase participants' civic engagement, which includes political efficacy, respect for the opinions of others, willingness to meet their responsibilities as citizens, and ability to evaluate and defend positions. Research confirms that practice in deliberation affects each of these competencies and attitudes. However not all citizens are equally disposed toward or skilled in deliberation. Furthermore, the goals of civic education oblige us to identify mechanisms that provide all students with opportunities to engage in civic life. Therefore, if deliberation is a powerful and authentic means of imparting the dispositions and competencies that healthy democracies require, we need to understand how to impart skill in and enthusiasm for the discussion of important issues, particularly to young people. This mixed method study examined the relationship between educational experiences purposefully focused on deliberative skills and student civic engagement. Survey and interview data were used to better understand how high school coursework in Debate or Facing History and Ourselves, and classroom environments characterized by openness to expressing diverse views, affect political efficacy, social capital and civic mindedness. The findings of this study support the argument that a school environment which promotes respectful discussion of controversial questions and political issues increases students' internal political efficacy, trust in their peers, desire for mutual understanding on controversial issues, and deliberative habits. They also indicate that taking a Tournament Debate class was significantly correlated with increased internal efficacy, deliberative habits and attentiveness to public affairs. Analysis of data also indicate that student civic engagement was sometimes influenced by race, sex, grade level, and parental attentiveness to public affairs.

Chapter V: Findings Introduction The main objective of this case study was to
examine the relationship between educational experiences focused purposefully
on deliberative skills and student civic engagement. A second objective was to ...

Conceptualizing and Enacting Writing: How Teachers of Writing Construct Identity and Practice Within a Complex Figured World of School

Based upon sociocultural theory, particularly the work of Bakhtin, Vygotsky, and Holland et al., this qualitative study provides in-depth case study analysis of successful teachers of writing and how they persist within their ever-changing classrooms. All four participants of this study attended the same local site of the National Writing Project, and they all taught in the same English department at a local high school. This study investigated how these four experienced and successful teachers of writing conceptualized and enacted writing in their teaching, in their school activities and in their lives. Semi-structured interviews were used to examine the dialogic, social, and cultural influences on the language the teachers employed to identify their conceptual understanding of writing. These interviews were supplemented with observations to provide insight into how these concepts were enacted in the classroom. Data sensitive category creation and discourse analysis (Gee, 2005) of transcripts of the teachers' language revealed how the participants' identities as teachers of writing influenced their behaviors in, their interpretation of, and continual engagement with their figured world in the institution of school.

CHAPTER 6: ABIGAIL: THE RESPONSIBLE TEACHER Abigail's case reveals a
different complexity within the figured world of the teacher ... Her trust in the
institution requires that she closely monitor and efficiently teach writing to her
students.

Discovering How to Teach Writing As a Process

Enjoy a wide range of dissertations and theses published from graduate schools and universities from around the world. Covering a wide range of academic topics, we are happy to increase overall global access to these works and make them available outside of traditional academic databases. These works are packaged and produced by BiblioLabs under license by ProQuest UMI. The description for these dissertations was produced by BiblioLabs and is in no way affiliated with, in connection with, or representative of the abstract meta-data associated with the dissertations published by ProQuest UMI. If you have any questions relating to this particular dissertation, you may contact BiblioLabs directly.

These works are packaged and produced by BiblioLabs under license by ProQuest UMI.

How is Reading in the Content Areas Taught in Rural Schools?

Research (Clary, 1974; Hodges, 1982; O'Brien & Stewart, 1990; O'Brien, Stewart, & Moje, 1995) has established that educators often fail to incorporate reading into the content areas. This becomes a problem for those students who struggle in the area of reading. The study will be conducted through a phenomenological case study approach with the purpose of understanding the essence of why teachers incorporate or fail to incorporate reading into content areas. The goal is to examine perceptions of educators and the mechanism through which they incorporate reading into the content areas. The researcher will distribute surveys and participate in semi-structured in-depth interviews, complemented with classroom visits. A purposeful sampling of three teachers will be chosen from the secondary grades. The results of this study can be used to enhance literacy activities across the curriculum, which could lead to changes in statewide mandated testing.

APPENDIX F: RESEARCHER'S PERCEPTION I am a third grade teacher in
which I teach the areas of reading and science. I have special needs students
who have lower reading abilities. To help these students be successful in my
science ...

How Do Fables Teach? Reading the World of the Fable in Greek, Latin and Sanskrit Narratives

Fable, which the rhetorician Aelius Theon defined during the first century C.E. in his Progymnasmata as muthos pseudes eikonizon aletheian or "a false tale picturing reality" (van Dijk), has primarily been examined in modern scholarship (Perry et al.) as narrative, not as illustration intended to stimulate thought by appeals to imagination. Theon's emphasis on eikon ("image") and the idea of the fable as a metaphor (van Dijk) suggest that the fable is similar to another rhetorical device, the ekphrasis or descriptive narrative, and needs to be understood as a mode of visualization. Aristotle earlier defined metaphor in part as a way of putting an image depicting activity before the eyes of the audience. Modern ideas of signification---which reflect the speaker's or writer's role in creating a sign and the audience's role in interpreting this coded information---accordingly suggest how the ancient fable can function visually as a way of conveying knowledge about a problem or situation. Folkloric rhetoric (Abrahams) provides a method for unraveling the complex layers of speech and narrative found in fable by examining three structural levels: the materials of language and narrative, the themes constructing the dramatic conflict, and the context connecting the fable to the external world. The fable---when read as a complex made up of narrative event, image and metaphorical trope---creates a miniature world that encodes a problem or conflict within a fictional world. This world of the fable (cp Norgaard) can be seen as inhabited by animal and other characters which speak to the behaviors of humans in early Indo-European societies such as Greece, Rome and India. What modern literary critics of characterization reveal as partial forms of characterization appear in fables to explain how the workers, rulers and thinkers of these societies may have functioned in relationship to one another. Rather than being a sub-literary form for entertaining children, fables in these societies actually communicate beyond the narrative itself by depicting workers who persevere or resist labor, rulers fragmented to demonstrate the use and abuse of power, and thinkers who educate audiences to perceive solutions to their problems.

The speaker of the world of the fable provides examples of how the audience is
to read the signs that name attributes. For instance, Phaedrus' story of "The
Mouse and the Weasel"13 demonstrates a discrepancy between the name
applied to ...

Women Take Over: A Study of Gender and Homeownership

Based on this study, there is not sufficient information to identify discrimination in mortgage lending based on gender.

Equal Credit Opportunity Act. The Equal Credit Opportunity Act (ECO A), passed
in 1974 and amended in 1976, was an act that had a tremendous impact on the
mortgage industry. The purpose of ECO A was to ensure that all consumers have
 ...