What can today's educational leaders do to create schools that are purposeful, moral, and successful? In this book, Glickman and Mette provide a powerful set of guidelines that will lead to true school renewal. Using a practical framework for school, district, and community leaders, their roadmap replaces dependence on top-down state and federal…

The dramatic increase in hate-related bullying and culturally and/or racially offensive comments or symbols in the wake of the 2016 election came as a surprise for many educators across the United States. Research points to both an increase in frequency of hate related speech and controversy in schools, and teachers reporting a lack of training,…

The educators in the teacher inquiry group examine how to teach for social justice and support the development of student-empowering social justice themes in teachers' practice. A better understanding of effective urban teachers' philosophies and practices and putting a system in place to support the professional growth of all teachers are the two…

Democracy is more than a creed or a doctrine. It must be a continuing force in the daily thinking, working, and living of all our citizens. American schools and colleges can strengthen democracy by practicing it--by showing concretely the basic advantages it offers to human beings. It is in the homes and in the schools, in home towns and local…

This social studies curriculum guide for grades K-12 contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General exit outcomes; (7) Social studies skills; (8) Seven essential…

Discusses the democratic learning approach to preservice teacher education in a limited number of British higher education institutions. Compares this approach in two teacher education programs. Concludes that democratic learning can be incorporated successful into a variety of subject specialties. (CFR)

CIVITAS is a curriculum framework that sets forth a set of national goals to be achieved in a civic education curriculum, primarily for K-12 public and private schools. It is a framework that proposes to specify the knowledge and skills needed by citizens to perform their roles in U.S. democracy. There are two major sections in the framework. It…

Contends that the key questions in civic education are How should people be treated? and How should disputes between people be resolved? Argues that a moral system is necessary for a civil society and that schools have a responsibility to encourage common-sense notions of ethical behavior. Includes classroom activities to illustrate this approach.…

The purpose of this article is to present empirical evidence suggesting the potential benefits of systematically utilizing general education as the institutional foundation for an integrated, multidisciplinary learning environment expressly dedicated to the promotion of civic engagement. Recently, the authors conducted an assessment of student…

Contends that the best way to learn about citizenship is by discussing real societal issues that are connected to student interests. Maintains that a democratic classroom environment also provides an opportunity for practicing civic values. Provides four guidelines for establishing community service projects in the schools. (CFR)

Examines the integral relationship between law-related education and social studies, particularly in the context of values education, ethical reasoning, and participatory activities. Illustrates the complementarity of social studies and law-related education components. Reviews literature on U.S. history and the U.S. Constitution that coordinate…

Reviews the social studies goal of citizenship education. Describes the goals, instructional techniques, evaluation methods, and classroom management strategies used in the Mississippi Freedom Schools during the middle 1960s. Contends that these schools could be used as a model for effective social studies instruction today. (CFR)

Discusses the concept of participatory citizenship in a democracy. Describes the origin and development of the Close Up Foundation, which sponsors study trips for secondary students to Washington, D.C. Asserts that the teaching methods and materials used in the program promote effective learning and citizen participation. (CFR)

Contends that pluralistic democracy relies on conflict of ideas and participative decision making. Reports on case studies of two different approaches to teaching world studies. Finds that both approaches encouraged students to participate actively, but others remained silent during the discussion. (CFR)

Describes a typical week for a secondary student participating in the Close Up Foundation's Washington-based field trip. Discusses the formal and informal curriculum and the interaction among students from different parts of the United States. Outlines Close Up programs at the local and state levels and the emphasis on lifelong learning. (CFR)