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You searched for subject:(democratic classrooms). Showing records 1 – 4 of 4 total matches.

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University of Toronto

1. Pattison-Meek, Joanne Margaret. Democratic Citizenship Education in Rural High Schools: Navigating Difference and Conflict in Three Ontario Classrooms.

Degree: PhD, 2016, University of Toronto

 Citizenship education is a key means to support understanding and respect of Canada’s diversity. How are various visible and invisible social, political, cultural, and ethnic… (more)

Subjects/Keywords: Controversial issues; Democratic citizenship education; Discussion; Multicultural education; Rural; Secondary classrooms; 0515

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APA (6th Edition):

Pattison-Meek, J. M. (2016). Democratic Citizenship Education in Rural High Schools: Navigating Difference and Conflict in Three Ontario Classrooms. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73132

Chicago Manual of Style (16th Edition):

Pattison-Meek, Joanne Margaret. “Democratic Citizenship Education in Rural High Schools: Navigating Difference and Conflict in Three Ontario Classrooms.” 2016. Doctoral Dissertation, University of Toronto. Accessed September 24, 2020. http://hdl.handle.net/1807/73132.

MLA Handbook (7th Edition):

Pattison-Meek, Joanne Margaret. “Democratic Citizenship Education in Rural High Schools: Navigating Difference and Conflict in Three Ontario Classrooms.” 2016. Web. 24 Sep 2020.

Vancouver:

Pattison-Meek JM. Democratic Citizenship Education in Rural High Schools: Navigating Difference and Conflict in Three Ontario Classrooms. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2020 Sep 24]. Available from: http://hdl.handle.net/1807/73132.

Council of Science Editors:

Pattison-Meek JM. Democratic Citizenship Education in Rural High Schools: Navigating Difference and Conflict in Three Ontario Classrooms. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73132

2. Westerlund, Keren Bruce. Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping.

Degree: Language Education, 2013, Stockholm University

  This study investigated the perceived strategies used to deal with mixed ability classes of four English teachers, two working at a year 4-9 compulsory… (more)

Subjects/Keywords: Mixed -ability classrooms; ability grouping; heterogeneous and homogeneous classes; democratic ideals

…2.3.2. Democratic ideals and social issues With the grouping of students in ability… …democratic ideal to support all students equally in their academic endeavours. Ability grouping has… …democratic ideals. He infers that in arguing for ability grouping one had better be sure of the… …academic advantages involved, because democratic ideals and a movement for equality stand strong… …on the side of the anti-ability grouping movement. 5 Indeed, using democratic and social… 

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APA (6th Edition):

Westerlund, K. B. (2013). Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Westerlund, Keren Bruce. “Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping.” 2013. Thesis, Stockholm University. Accessed September 24, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Westerlund, Keren Bruce. “Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping.” 2013. Web. 24 Sep 2020.

Vancouver:

Westerlund KB. Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping. [Internet] [Thesis]. Stockholm University; 2013. [cited 2020 Sep 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Westerlund KB. Accommodating for different levels of proficiency in the English classroom : With focus on ability grouping. [Thesis]. Stockholm University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Parker, Christina Ashlee. Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students.

Degree: 2012, University of Toronto

Ethnocultural minority immigrant students carry diverse histories, perspectives, and experiences, which can serve as resources for critical reflection and discussion about social conflicts. Inclusion of… (more)

Subjects/Keywords: peacebuilding; conflict; dialogue; discussion; democratic citizenship education; cultural diversity; immigrants; minority education; elementary classrooms; ethnocultural; multicultural education; critical multiculturalism; 0515; 0727; 0524; 0279; 0534; 0530; 0282; 0631

…this study. CHAPTER 2 LITERATURE REVIEW: CONFLICT AND DIVERSITY IN DEMOCRATIC CLASSROOMS… …in classrooms supports democratic learning outcomes. Finally, I discuss the ways in which… …develop skills, values, and inclinations for democratic civic engagement (Haas, 2008; Hahn… …infuse equityoriented activities in classrooms, research on and evidence for the ways… …dialogue may best create or impede democratic, inclusive learning opportunities for diverse and… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Parker, C. A. (2012). Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34834

Chicago Manual of Style (16th Edition):

Parker, Christina Ashlee. “Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 24, 2020. http://hdl.handle.net/1807/34834.

MLA Handbook (7th Edition):

Parker, Christina Ashlee. “Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students.” 2012. Web. 24 Sep 2020.

Vancouver:

Parker CA. Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 24]. Available from: http://hdl.handle.net/1807/34834.

Council of Science Editors:

Parker CA. Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34834


North Carolina State University

4. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

 This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed September 24, 2020. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 24 Sep 2020.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2020 Sep 24]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.