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ERIC Number: ED204194
Record Type: RIE
Publication Date: 1981-May-13
Pages: 207
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
School Governance and Classroom Climate: Concerns of Theory and Practice in Citizen Education.
Presseisen, Barbara Z., Ed.
Citizenship education is examined by 17 authors in this edited volume. Most of the papers were originally prepared for a 1979 colloquium on behavior variables relating to citizen education, particularly school governance and classroom climate. Articles are presented in two major sections. In section one, the three papers are entitled, "Socialization Perspectives for School Governance and Classroom Climates,""The Rights of Children: Challenges in Today's World," and "The School Environment and Citizen Education." In section two, "Implications for Citizen Education", 12 articles present reflections on and responses to articles in section one, information on political education research, data regarding educational implications of various child development models, a discussion of the relation of psychological and sociological research to education, and recommendations regarding what practitioners and researchers can do in the immediate future to improve citizen education. Recommendations, included in a paper entitled "Seeking Recommendations for Practice: A Conclusion," suggest that citizen education should be supported by the whole range of educational professionals, can be encouraged by providing students with a group identity within the school, should transcend a narrow social studies approach, should concentrate on developing skills and knowledge for effective citizenship, and should foster the awareness that concepts such as justice and equality should be based on a concern for everyone's welfare. The document concludes with brief biographical sketches of contributors and a selected bibliography. (DB)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Identifiers: N/A