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ERIC Number: ED465699
Record Type: Non-Journal
Publication Date: 2002-May
Pages: 106
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Empowering Students through the Use of the Democratic Classroom.
McArdle, Janice Lamb; Numrich, Andrea Platt; Walsh, Kristine E.
This report describes a program designed to empower students through the use of the democratic classroom to improve students' attitudes toward school. Targeted population consisted of sixth grade students in a growing middle class community, located in a major midwestern city. The problem of poor student attitude was documented through data gathered from student attitude surveys and student reflection journals. A review of solution strategies through literature named these categories for intervention: addressing social issues, addressing student attitude, addressing student attendance, and increasing student decision-making opportunities. Students were administered two types of attitude surveys the first week of school. These surveys provided both qualitative and quantitative data to be used as baseline measurements. Surveys were re-administered in December to ascertain if change occurred regarding student attitudes toward school. In addition, attendance records for the first and second quarters of fourth and fifth grade were compared to the attendance records of the targeted sixth grade students to determine other potential benefits of having a democratic classroom. Post-intervention data indicated an increase in students' desire to be involved in the decision-making process through democratically run classroom meetings. A strong interest in academic choice involving multiple intelligences was also indicated. Appended are: sample student reflection journal and attitude surveys; weekly lesson plans; and student-led conference lesson plans. (Contains 21 references, 24 figures, and 3 tables.) (Author/BT)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A