Negotiating for Democratic Communities in Schools: Principals' Perspectives

Autor/inn/en	Wasonga, Teresa A.; Christman, Dana
Titel	Negotiating for Democratic Communities in Schools: Principals' Perspectives
Quelle	In: Educational Considerations, 36 (2009) 2, S.19-25 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9282
Schlagwörter	Democracy; Principals; Elementary Secondary Education; Educational Improvement; Administrators; Social Justice; Focus Groups; Decision Making; Accountability; Alabama; Illinois; Michigan; Missouri; New Mexico; Ohio + Suchen Sie Ihr Suchwort? Demokratie; Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Soziale Gerechtigkeit; Decision-making; Entscheidungsfindung; Verantwortung
Abstract	This study explored the strategic use of negotiating as a tool for creating and enhancing democratic communities. A total of 44 principals from four elementary schools, two middle schools, and one high school, provided data for this study. Results found that within schools, principals used certain skills to negotiate bureaucratic roles, and expectations in order to invite all voices. These skills are what Mullen (2006) defined as democratic pedagogy (interacting, evoking, empowering, control). In using these pedagogies, the principals demonstrated that inviting others "can improve the competitive status of the group as a whole by providing an efficient way of solving problems of collective action." (Contains 1 table and 2 endnotes.) (ERIC).
Anmerkungen	Kansas State University, College of Education. 1100 Mid-Campus Drive, 006 Bluemont Hall, Manhattan, KS 66506. Tel: 785-532-5525; Fax: 785-532-7304; e-mail: edcoll@ksu.edu; Web site: http://coe.ksu.edu/EdConsiderations
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10