Democratic discipline : foundation and practice
著者
書誌事項
Democratic discipline : foundation and practice
Merrill, c1997
大学図書館所蔵 全2件
注記
Includes bibliographical references and index
内容説明・目次
内容説明
Appropriate for courses in Curriculum Management/Discipline, General Methods.
This book conveys an entirely different approach to the subject of discipline predicated on the notion of Praxis-the practitioner's connection between solid theory and practical application. It guides students through the basics of democracy, philosophy and postmodernism in a straightforward, thoughtful manner, first engaging readers in the realities of the practice, then encouraging critical thinking about how democratic principles must be realistic in terms of dealing with today's students.
目次
(NOTE: Each chapter begins with an introduction and concludes with summary, looking ahead, and reflective activities).
1. Definitions, Mystique and Myths of Discipline.
Definition of discipline. Mystique of discipline. The myths of discipline.
2. Preparing the Foundation for Practice.
Praxis and pragmatism. The power of a sound knowledge base. Knowledge and judgment. Theory and practice. Critical reflectivity. Craft knowledge. Curriculum. The overt curriculum. The hidden curriculum. The null curriculum. Building toward principled action.
3. The Role of Educational Philosophy and Ideology in Discipline.
Empowerment. Philosophy and ideology. Origin of the myths of discipline. Empowering teachers. Grounded meaning and action. Teachers as molders of students. Conventional wisdom. Power relations. Democratic ideals vs dominant ideology. Hegemony as a tacit source of attitudes. Enfleshment of ideology. Hidden curriculum. Moving toward enlightened practice.
4. Discipline and the Postmodern Student.
Postmodern culture in brief. The postmodern student. Postmodern popular culture. Exclusion vs inclusion. Social and pedagogical conditions. Composition of America's classrooms. Demographics of diversity.
5. Understanding the Formation of Character and Democratic Citizenship.
Civic education. Good manners, good character, or good citizen? Civic responsibility. The civic obligation. Setting the stage for practice: some history and problems. Choosers and learners. Accountability and decision latitude. Accountability and decision latitude. Whose rules are they? Principles and credibility.
6. Discipline, Law and the Constitution.
Local, state, and federal connections to schooling. Constitutional law and the activities of discipline. Freedom of speech and the extension of constitutional protections. Due process and the extension of constitutional protections. Due process and the extension of constitutional protections. Capturing the constitutional initiative. Setting the stage. Starting points for the constitutional initiative. Reflecting of the constitutional initiative. Possible mechanisms for democratic opportunity.
7. Social Power in the Classroom.
The social powers. A classroom episode. Analysis of the episode. Social power and the teacher. Origins of student misbehavior.
8. Establishing and Maintaining Optimal Classroom Conditions.
Democratic climate. Respect for students. Freedom in the classroom. Due process in the classroom. Student decision making in the classroom. Cooperative learning in the classroom. Motivation. Stimulation needs. Security needs. Affiliation needs. Empowerment needs. Classroom management. Classroom decor and arrangements. Classroom routines. Monitoring student behavior. The first day.
9. Discipline-Related Intervention and Remediation in the Classroom.
Intervention to terminate misbehavior. Remediation of behavior. Behavior and remediation plan. Conflict resolution.
10. Developing a Discipline Plan.
Review of major ideas. Developing a personal discipline plan. Discipline plan. Critique of the discipline plan. Conclusion.
Glossary.
Index.
About the Authors.
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