Decision Making in the School: A Participatory Model.

Autor/inn/en	Massialas, Byron G.; Simone, Martha W.
Titel	Decision Making in the School: A Participatory Model.
Quelle	(1977), (84 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Affective Objectives; Civics; Cognitive Development; Curriculum Design; Decision Making Skills; Grade 6; Grade 7; Learning Activities; Literature Reviews; Models; Political Influences; Political Socialization; Program Descriptions; School Role; Secondary Education; Skill Development; Student Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Kognitive Entwicklung; Lehrplangestaltung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Lernaktivität; Analogiemodell; Political influence; Politischer Einfluss; Politische Sozialisation; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Described is a project intended to help junior high school students gain understanding and experience in political decision making. The hypothesis is that students will show an increase in political efficacy, interest, trust, and social integration when they become involved in the political functioning of their schools. This hypothesis is in direct contradiction with much previous political socialization literature, which is discussed in the first section of the paper. The school as a political system is perceived as interacting with other agencies in society such as family, church, business organizations, government and/or providing interactions among teachers, students, and administrators within the school. The model describes teaching modules including specific student activities which teach students to apply basic participatory concepts and skills to school decisions which affect them. Activities for grades 6 and 7 in the cognitive, affective, evaluative, normative, and participatory domains are suggested, including problem identification, data analysis, observation, showing political interest, bargaining, rule making, and promoting equality. The paper and pencil instruments, structured interviews, observations, attitude surveys and teacher module evaluation forms for collecting data from students, teachers, administrators, and parents are included in the appendix. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01