This is a study of the democratic practices in ten fifth grade groups of Denison, Texas, in administration, methods, and curriculum. The purpose of this study is three-fold: 1. To make criteria to be used in evaluating democratic action in the elementary schools. 2. To evaluate the democratic practices in ten fifth grade groups of Denison, Texas. 3. To offer recommendations for changes that could be made for the improvement of these groups.

This thesis examines the relationship between a cohousing community and a related ministry center in a mid-Atlantic state that seek to encourage an environment for people—with and without disabilities—to live together while fostering the individuality and autonomy among members of both groups. This thesis explores how these two organizations attempt to create space for individuals with disabilities to exercise personal agency and independence, as well as encourage mutual relationship building between persons with and without disabilities. The implications of their partnership were the central focus of this inquiry. The analysis investigates how the physical structures, locations, and accessibility of formal and informal spaces for people with and without disabilities residing in the cohousing community create opportunities for their visibility and exercise of agency. It also outlines the structure and aims of the nonprofit that collaborates with the cohousing community, as those relate to agential possibility, including the role of personal development through a faith-based identity. Overall, the thesis employs Iris Marion Young's framework for inclusive democracy to explore the effects of the combined efforts of these two entities for the perceived agency and autonomy of a sample of residents with disabilities participating in both (Young 1990, 2000). In particular, this analysis explores the central tenets of the two nonprofits' organizational cultures as those relate to political agency, by sharing the findings of semi-structured interviews with residents, staff, and board members about their experiences as a part of each institution. The analysis also details the primary features of the physical environments each FBO has created and their implications for the perceived agency of a sample of those residents with disabilities involved with both nonprofit organizations. It offers insight into the importance of identity, equal inclusivity, and opportunities for expression in formal and informal settings for the encouragement of agential possibility. The results of this study indicate that the relationship between the nonprofit and cohousing community has allowed individuals with and without disabilities the opportunity to take ownership of their friendships and relationships, including their relationship with God. This suggests that the role of faith in this community provides individuals with disabilities a chance to express agency over their personal faith life as well as their goals and ambitions. Individuals without disabilities in this community encourage this personal agency because of their own definition of personhood as understood through Christian faith. This inquiry was based on 12 semi-structured interviews with staff, governing board members and participants involved with each entity investigated as well as review of their websites and relevant documents concerning their visions, missions and goals. / Master of Urban and Regional Planning / The purpose of the research was to explore the relationship between a faith based day programming center for persons with disabilities and a related cohousing community, and how these two entities provided individuals with varying degrees of disabilities with opportunities to express personal agency and personal development. This inquiry was based on 12 semi-structured interviews with staff, participants, and governing board members as well as a review of these organizations’ documents concerning visions, missions, and goals. The results of this research indicate that these communities provide individuals with disabilities a chance to see themselves as important to society and ultimately to God. Opportunities for these experiences, according to participants in this study, stem from a place of Christian faith.

This study investigated the attitudes and beliefs of four civic and United States government teachers on democratic education practices. The first part of the study investigated the methods and approaches these teachers use to foster the knowledge, skills, and dispositions essential to a democracy’s survival by understanding how they construct their own meaning concerning elements of democratic education. Through interviews, instructional observations, and document analysis, an evaluation of the role and impact of teacher beliefs and attitudes on democratic education practices gleaned insight into how these teachers construct, interpret, and share their understanding as a condition of building civic capacity within their students. Findings showed their beliefs and attitudes did matter in how they approached their instruction and use of democratic education practices. Despite expressing positive views regarding their inclusion into their instruction, teacher discomfort and lack of confidence in engaging students in this form of instruction determined whether or not they utilized these practices. Preventions and recommendations were made for ways in which teacher discomfort and lack of confidence may be addressed to overcome the lack of use of democratic education practices in instruction, as well as a framework for approaching the teaching of K-12 civics.

School principalship has evolved over the years. The dawn of democracy in South Africa has brought with it a myriad of changes which are demanding to both novice and experienced principal. The study is based on the premise that there are challenges facing school principals within the current democratic milieu. The research study aimed at arriving at an exploration of the demands posed by democracy in schools. The study adopted a Qualitative approach based on an interpretivism paradigm. A lacuna of literature was reviewed to gain insight on the concept: democracy in education. The population of the study is school principals within the Rustenburg Area Project Office structured interviews were used to collect audio – taped data. The data was analysed and collapsed in categories which subsequently themes were indentified. The identified themes with literature reviewed were condensed into findings. The findings had a direct link to literature renewed in previous chapters. Recommendations and suggestions for further research finalised the study. Principals are facing challenges in their leadership roles within a democratic milieu. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

School principalship has evolved over the years. The dawn of democracy in South Africa has brought with it a myriad of changes which are demanding to both novice and experienced principal. The study is based on the premise that there are challenges facing school principals within the current democratic milieu. The research study aimed at arriving at an exploration of the demands posed by democracy in schools. The study adopted a Qualitative approach based on an interpretivism paradigm. A lacuna of literature was reviewed to gain insight on the concept: democracy in education. The population of the study is school principals within the Rustenburg Area Project Office structured interviews were used to collect audio – taped data. The data was analysed and collapsed in categories which subsequently themes were indentified. The identified themes with literature reviewed were condensed into findings. The findings had a direct link to literature renewed in previous chapters. Recommendations and suggestions for further research finalised the study. Principals are facing challenges in their leadership roles within a democratic milieu. / MEd (Education Management), North-West University, Potchefstroom Campus, 2014

Trata-se de trabalho de investigação que se insere na área de estudos da psicologia e da educação moral. Buscou investigar que representações têm, sobre democracia e escola democrática, sujeitos que concluem o Ensino Médio. Seu desenvolvimento teórico sobre democracia repousa na conquista de direitos e nos valores que os inspiraram na consolidação deste modelo político. Adotando uma perspectiva histórica, são apresentados os direitos civis, políticos e sociais que possibilitaram o alargamento democrático. A discussão sobre valores democráticos alia-se à conquista dos direitos, atribuindo significado aos mesmos. Os Direitos Humanos ganham destaque na análise, na medida em que o respeito aos mesmos implica na realização do processo democrático. A escola democrática é discutida a partir do acesso universal e das suas práticas pedagógicas. O acesso universal à escola e ao conhecimento produzido socialmente está embasado em Comparato, Azanha e Carvalho. A escola democrática, enquanto prática pedagógica, discute os valores e práticas desenvolvidas no interior da instituição que contribuem para o processo formativo do indivíduo/cidadão autônomo. Os referenciais utilizados para discutir a escola democrática, enquanto prática pedagógica, estão embasados em Dewey e Teixeira e em autores contemporâneos como Puig e Araújo. Através das representações sociais (Moscovicci) buscamos a visão de democracia do sujeito que a vivencia em suas experiências cotidianas. A amostra do estudo foi composta por 80 sujeitos, 40 do sexo feminino e 40 do sexo masculino, alunos e alunas das redes pública e particular da cidade de São Paulo. O instrumento utilizado para a coleta de dados consistiu em um questionário sobre sociedade, escola e relações interpessoais democráticas, que incitava o sujeito a pensar sobre os temas colocando-se como foco central, ou seja, buscando suas próprias concepções. Os resultados encontrados revelam que os sujeitos valorizam prioritariamente os direitos de participação e expressão como práticas imprescindíveis à realização quer seja de uma sociedade, de uma escola ou de relações cotidianas democráticas. As variáveis consideradas neste estudo foram gênero e rede de ensino. Em relação à primeira não encontramos diferenças significativas. Em relação à segunda observamos diferenças, entre os grupos, apenas em suas representações sobre sociedade democrática. Os valores e práticas destacados pelos sujeitos nos fornecem elementos para uma reflexão sobre como a democracia é vivenciada pelos sujeitos, enquanto cidadãos, enquanto alunos (escola) e nas relações interpessoais. / This investigation work is inserted in the study area about the psychology and the moral education. It investigated what representation about democracy and democratic school have finishing secondary education subjects. Its theoretical support about democracy lies in the democratic rights and values that consolidated this political model. Its theoretical support about democratic school lies in the work of Dewey and Teixeira and contemporary work of Puig and Araújo. The study sample composed of eighty subjects, forty girls and forty boys. The students from public school and private school from Sao Paulo city. The instrument used to reap the data was a questionnaire about democratic society, school and relationship. The subjects thought the questions as himself central focus. The results achieved reveal that these subjects value involvement and expression rights as essential practice for democratic society, school or relationship. The study variables were gender and school system (public and private school). Specific differences in the gender were not observed. Taking into account the school system, observed differences in the democratic society representation.

Trata-se de trabalho de investigação que se insere na área de estudos da psicologia e da educação moral. Buscou investigar que representações têm, sobre democracia e escola democrática, sujeitos que concluem o Ensino Médio. Seu desenvolvimento teórico sobre democracia repousa na conquista de direitos e nos valores que os inspiraram na consolidação deste modelo político. Adotando uma perspectiva histórica, são apresentados os direitos civis, políticos e sociais que possibilitaram o alargamento democrático. A discussão sobre valores democráticos alia-se à conquista dos direitos, atribuindo significado aos mesmos. Os Direitos Humanos ganham destaque na análise, na medida em que o respeito aos mesmos implica na realização do processo democrático. A escola democrática é discutida a partir do acesso universal e das suas práticas pedagógicas. O acesso universal à escola e ao conhecimento produzido socialmente está embasado em Comparato, Azanha e Carvalho. A escola democrática, enquanto prática pedagógica, discute os valores e práticas desenvolvidas no interior da instituição que contribuem para o processo formativo do indivíduo/cidadão autônomo. Os referenciais utilizados para discutir a escola democrática, enquanto prática pedagógica, estão embasados em Dewey e Teixeira e em autores contemporâneos como Puig e Araújo. Através das representações sociais (Moscovicci) buscamos a visão de democracia do sujeito que a vivencia em suas experiências cotidianas. A amostra do estudo foi composta por 80 sujeitos, 40 do sexo feminino e 40 do sexo masculino, alunos e alunas das redes pública e particular da cidade de São Paulo. O instrumento utilizado para a coleta de dados consistiu em um questionário sobre sociedade, escola e relações interpessoais democráticas, que incitava o sujeito a pensar sobre os temas colocando-se como foco central, ou seja, buscando suas próprias concepções. Os resultados encontrados revelam que os sujeitos valorizam prioritariamente os direitos de participação e expressão como práticas imprescindíveis à realização quer seja de uma sociedade, de uma escola ou de relações cotidianas democráticas. As variáveis consideradas neste estudo foram gênero e rede de ensino. Em relação à primeira não encontramos diferenças significativas. Em relação à segunda observamos diferenças, entre os grupos, apenas em suas representações sobre sociedade democrática. Os valores e práticas destacados pelos sujeitos nos fornecem elementos para uma reflexão sobre como a democracia é vivenciada pelos sujeitos, enquanto cidadãos, enquanto alunos (escola) e nas relações interpessoais. / This investigation work is inserted in the study area about the psychology and the moral education. It investigated what representation about democracy and democratic school have finishing secondary education subjects. Its theoretical support about democracy lies in the democratic rights and values that consolidated this political model. Its theoretical support about democratic school lies in the work of Dewey and Teixeira and contemporary work of Puig and Araújo. The study sample composed of eighty subjects, forty girls and forty boys. The students from public school and private school from Sao Paulo city. The instrument used to reap the data was a questionnaire about democratic society, school and relationship. The subjects thought the questions as himself central focus. The results achieved reveal that these subjects value involvement and expression rights as essential practice for democratic society, school or relationship. The study variables were gender and school system (public and private school). Specific differences in the gender were not observed. Taking into account the school system, observed differences in the democratic society representation.

Denna studies syfte är att undersöka institutionella demokratihändelser i förskolan utifrån följande frågeställningar.   Vilka möjligheter ger förskolan som institution barn till individualistiska demokratihändelser?   Hur kan förskollärare möjliggöra individualistiska demokratihändelser för barnen i förskolan?   Hur kan förskollärare synliggöra individualistiska demokratihändelser i förskolan?   För att möjliggöra ett undersökande av institutionella demokratihändelser i förskolan och för att kunna besvara studiens frågeställningar på bästa sätt har semistrukturerade intervjuer använts som metod. Fyra förskollärare från en förskola i en mellanstor svensk kommun har deltagit i intervjuerna.   Resultatet visar att förskolan som institution ger barn goda möjligheter till individualistiska demokratihändelser under vissa förutsättningar. Vidare visar resultatet att förskollärare kan möjliggöra individualistiska demokratihändelser i förskolan genom att aktivt arbeta för en tillgänglig och tillåtande miljö med trygga barn. Resultatet för studiens sista frågeställning visar att ett synliggörande av individualistiska demokratihändelser i förskolan kan ske genom förskolans utvärderingar och dokumentationsarbete. / The aim of this study is to examine institutional democracy events in preschool based on the following questions.   Which possibilities does the preschool as an institution afford children when it comes to individualistic democracy events?    How can preschool teachers facilitate individualistic democracy events for children in preschool?   How can preschool teachers make visible individualistic democracy events in preschool?   Semi structured interviews have been used as a method to enable a study of institutional democracy events in preschool and to be able to answer the study’s questions in the best way. Four preschool teachers from a preschool in a medium sized Swedish municipality have taken part in the interviews.   The result shows that preschool as an institution gives children good possibilities to individualistic democracy events under certain conditions. Furthermore, the result shows that preschool teachers can enable individualistic democracy events in preschool by actively working towards an accessible and acceptant environment with confident children. The result of the study’s last question shows that making individualistic democracy events visible in preschool can take place through the preschool’s evaluations and documentation work.

Šio darbo autorė Sigita Čiurlienė aptaria tarpusavio santykių aspektus ir jų demokratinę raišką; demokratinių santykių sampratą; demokratinių santykių kūrimo veiksnius. Svarbiuose Lietuvai dokumentuose akcentuojami demokratiniai santykiai. Žymūs mokslininkai tyrė ir aprašė tarpusavio santykius, tačiau pasigendama išsamių darbų nagrinėjančių tarpusavio santykių pobūdį. Šio tyrimo tikslas-išanalizuoti demokratinius santykius mokyklos bendruomenėje ir nustatyti veiksnius darančius jiems įtaką. Tikslui pasiekti buvo suformuluoti tokie tyrimo uždaviniai: mokslinės literatūros pagrindu atskleisti demokratinių santykių sampratą; ištirti mokinių ir mokytojų požiūrį į demokratinius santykius ir jiems įtakos turinčius veiksnius; nustatyti santykių tarp mokinių, mokytojų ir mokinių pobūdį, pateikti rekomendacijas. Tyrimo metodai: mokslinės literatūros analizė - demokratinių santykių sampratos analizavimui; mokinių apklausa – buvo sudarytos anketos, kurios padėjo atskleisti mokinių požiūrį į demokratinius santykius ir veiksnius darančius jiems įtaką; interviu – nustatyti mokytojų požiūrį į demokratinius santykius ir veiksnius darančius jiems įtaką; stebėjimas - santykių tarp mokinių, mokytojų ir mokinių pobūdžiui nustatyti. Remiantis literatūros analize, moksleivių ir mokytojų apklausa ir mokinių stebėjimu, buvo suformuluotos šios išvados: Mokslinės literatūros analizė atskleidė, kad demokratiniai santykiai yra grindžiami aktyviu dalyvavimu, pagrįsti abipuse pagarba, pasitikėjimu... [toliau žr. visą tekstą] / The master thesis of Sigita Čiurliene, deals with the issue of social relationship in school society and its democratic expression. It is an attempt to give a definition of social relationship and to show the main ways of its creation and development in learning environment. The concept of democratic relationship is emphasized in Lithuanian main documents. Famous scientists investigated and described social relationship but we are short of exhaustive works in this field. The author’s objective in this paper is to analyze democratic relationship in school community and to find out the main factors influenced this relationship. The main focus is to provide analyses of the following problems: determination of social relationship in school society; investigation of students’ and teachers’ attitude towards social relationship and different factors influenced it; analyses of the relationships between students and teachers and their nature. In accordance with the analyses of special literature, students’ and teachers’ interviews and observation of students there were made the following conclusions: analyses of scientific literature have disclosed that democratic relationship stipulated active participation based on two- way exchange with respect, trust, openness and it is of the same importance to all members of the society. Only in such learning environment students and teachers become partners. The empirical part of given analyses has disclosed that... [to full text]

Demokratijos konsolidacija yra sudėtinė demokratizacijos proceso dalis, apibūdinanti naujai susikūrusios valstybės demokratijos būseną, išreiškiant ją per kokybės kriterijus, tokius kaip pilietinės visuomenės ar partinės sistemos būsena. Tuomet yra užduodamas klausimas - ar naujai susikūrusi demokratinė santvarka išsilaikys, ar neatlaikiusi įvairiausių spaudimų, grįš į autoritarinį režimą. Taip pat yra svarbus susikūrusios demokratijos kokybės klausimas. Aprašomuoju, lyginamuoju bei mokslinės analizės metodais buvo aprašytas demokratijos konsolidacijos teorinis aspektas bei susisteminti kriterijai, kuriais remiantis tolimesniuose skyriuose buvo atliekama kiekybinė bei kokybinė šių kriterijų analizė, paminint ir veiksnius bei prielaidas, kodėl būtent šie kriterijai buvo taikomi Lietuvos atvejui. Darbo objektas yra demokratijos konsolidacija Lietuvoje - jos istorija bei kokybės analizė. Darbo tikslui pasiekti buvo naudojami pripažintų autorių demokratizacijos kriterijai, pagal kuriuos buvo atlikta Lietuvos atvejo analizė. Darbo tikslas buvo išsiaiškinti, kokiame demokratijos konsolidacijos etape yra Lietuva ir ar šį procesą galima vadinti užbaigtu. Demokratizacijos procesas yra glaudžiai susijęs su daugeliu ekonominių, politinių bei visuomeninių sferų, tokių kai pilietinė visuomenė, ekonominė bei politinė kultūra bei domėjimasis politika apskritai. Todėl neabejotina, kad demokratijos konsolidacijos klausimas Lietuvoje yra labai svarbus. Sėkmingas demokratijos veikimas yra... [toliau žr. visą tekstą] / The consolidation of democracy is a term that describes the status of newly created democracies, when the mode of transition is the issue of whether the newly created democracy will sustain his democratic order or collapse after won’t sustaining it’ s challenges In this study will also been emphasized the quality of democracy. This study will describe the consolidation of democracy in new democracies, history of these countries, with emphasis on the case of Lithuania. The work will be written with all the descriptive-exploratory research work required for the criteria, using empirical studies and theoretical research. Work item is the consolidation of democracy in Lithuania and it‘s history, which is defined as the transition from authoritarian to democratic regimes. Another important element of the study is the quality of democracy in Lithuania and their parameters which is far from the level of a stable Western democracies. Democratization process is related to many social, economic and political public spheres, such as the status of civil society, economic and political culture, and interest in politics in general. Therefore, there is no doubt that the consolidation of democracy in question is relevant. The smooth functioning of the democratic values of democracy and the desire to match the quality criteria of the old countries of the European Union compels us to review the existing problems and find solutions to the challenge. Work will begin with the theoretical... [to full text]