Literaturnachweis - Detailanzeige
| Autor/in | Hawkes, T. Elijah |
|---|---|
| Titel | A Democratic Structure for School Discipline: Reflections from Two New York City High Schools |
| Quelle | In: Schools: Studies in Education, 8 (2011) 1, S.107-111 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1550-1175 |
| DOI | 10.1086/659439 |
| Schlagwörter | Role of Education; Moral Development; Accountability; Needs Assessment; Individual Development; Urban Schools; High Schools; Discipline; Democracy; New York |
| Abstract | Given the way that student, teacher, principal, and school testing and accountability measures are currently leaning, it is understandable why a child's moral development sometimes gets less attention than her aptitude in algebra. Yet even with nearly all major accountability incentives heaped upon the tests in math and English, there are still many schools that make morality--character, culture, youth development, social-emotional skills, and the habits of neighborliness, citizenship, and democracy--a focus of our energies. (Contains 1 footnote.) (As Provided). |
| Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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