Democratic practices in teacher education and the elementary classroom

Democratic teacher education is occurring as one method of programmatic reform. This paper describes research that identifies effective democratic practices in a graduate teacher education program and the effects of that practice on the participants’ elementary classrooms. The practices of dialogue,...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Teaching and teacher education 1999, Vol.15 (1), p.121-132
Hauptverfasser: Rainer, Julie, Guyton, Edith
Format: Artikel
Sprache:eng
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 132
container_issue 1
container_start_page 121
container_title Teaching and teacher education
container_volume 15
creator Rainer, Julie
Guyton, Edith
description Democratic teacher education is occurring as one method of programmatic reform. This paper describes research that identifies effective democratic practices in a graduate teacher education program and the effects of that practice on the participants’ elementary classrooms. The practices of dialogue, negotiated content, constructivist roles, community and authentic assessment provide the structure and processes teachers need to make changes in their classroom. The changes teachers implement after participating in the program are varied, but student voice, participation and responsibility, and giving children more behavior and curricular choices are common. Teachers perceive that these democratic practices have a positive influence on children’s attitudes about school and learning.
doi_str_mv 10.1016/S0742-051X(98)00039-0
format Article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_1877081035</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><els_id>S0742051X98000390</els_id><sourcerecordid>1877081035</sourcerecordid><originalsourceid>FETCH-LOGICAL-c335t-e912e9b1baa006006ce001157054aca21b92893e236b70416159acf4c66dedea3</originalsourceid><addsrcrecordid>eNqFUMFKAzEQDaJgrX6CEPCih9XJZrO7OYlUq0LBgwreQnZ2SlO6m5psBf_etBWvwsA7zHsz7z3GzgVcCxDlzStURZ6BEh-Xur4CAKkzOGAjUVc6y4saDtnoj3LMTmJcJlKpoByx6T11HoMdHPJ1sJiQInc9H8jiggKndoNp63tu-5YPC-K0oo76wYZvjisbY_C-O2VHc7uKdPaLY_Y-fXibPGWzl8fnyd0sQynVkJEWOelGNNYmA2mQAIRQFajCos1Fo_NaS8pl2VRQiFIobXFeYFm21JKVY3axv7sO_nNDcTBLvwl9emlS2gpqAVIlltqzMPjkj-ZmHVyXDBsBZluZ2VVmtn0YXZtdZQaS7navoxThy1EwER31SK0LhINpvfvnwg-oIXL7</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1877081035</pqid></control><display><type>article</type><title>Democratic practices in teacher education and the elementary classroom</title><source>Periodicals Index Online</source><source>ScienceDirect Journals (5 years ago - present)</source><creator>Rainer, Julie ; Guyton, Edith</creator><creatorcontrib>Rainer, Julie ; Guyton, Edith</creatorcontrib><description>Democratic teacher education is occurring as one method of programmatic reform. This paper describes research that identifies effective democratic practices in a graduate teacher education program and the effects of that practice on the participants’ elementary classrooms. The practices of dialogue, negotiated content, constructivist roles, community and authentic assessment provide the structure and processes teachers need to make changes in their classroom. The changes teachers implement after participating in the program are varied, but student voice, participation and responsibility, and giving children more behavior and curricular choices are common. Teachers perceive that these democratic practices have a positive influence on children’s attitudes about school and learning.</description><identifier>ISSN: 0742-051X</identifier><identifier>EISSN: 1879-2480</identifier><identifier>DOI: 10.1016/S0742-051X(98)00039-0</identifier><language>eng</language><publisher>Oxford: Elsevier Ltd</publisher><ispartof>Teaching and teacher education, 1999, Vol.15 (1), p.121-132</ispartof><rights>1998 Elsevier Science Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c335t-e912e9b1baa006006ce001157054aca21b92893e236b70416159acf4c66dedea3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/S0742-051X(98)00039-0$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,4024,27869,27923,27924,27925,45995</link.rule.ids></links><search><creatorcontrib>Rainer, Julie</creatorcontrib><creatorcontrib>Guyton, Edith</creatorcontrib><title>Democratic practices in teacher education and the elementary classroom</title><title>Teaching and teacher education</title><description>Democratic teacher education is occurring as one method of programmatic reform. This paper describes research that identifies effective democratic practices in a graduate teacher education program and the effects of that practice on the participants’ elementary classrooms. The practices of dialogue, negotiated content, constructivist roles, community and authentic assessment provide the structure and processes teachers need to make changes in their classroom. The changes teachers implement after participating in the program are varied, but student voice, participation and responsibility, and giving children more behavior and curricular choices are common. Teachers perceive that these democratic practices have a positive influence on children’s attitudes about school and learning.</description><issn>0742-051X</issn><issn>1879-2480</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNqFUMFKAzEQDaJgrX6CEPCih9XJZrO7OYlUq0LBgwreQnZ2SlO6m5psBf_etBWvwsA7zHsz7z3GzgVcCxDlzStURZ6BEh-Xur4CAKkzOGAjUVc6y4saDtnoj3LMTmJcJlKpoByx6T11HoMdHPJ1sJiQInc9H8jiggKndoNp63tu-5YPC-K0oo76wYZvjisbY_C-O2VHc7uKdPaLY_Y-fXibPGWzl8fnyd0sQynVkJEWOelGNNYmA2mQAIRQFajCos1Fo_NaS8pl2VRQiFIobXFeYFm21JKVY3axv7sO_nNDcTBLvwl9emlS2gpqAVIlltqzMPjkj-ZmHVyXDBsBZluZ2VVmtn0YXZtdZQaS7navoxThy1EwER31SK0LhINpvfvnwg-oIXL7</recordid><startdate>1999</startdate><enddate>1999</enddate><creator>Rainer, Julie</creator><creator>Guyton, Edith</creator><general>Elsevier Ltd</general><general>Pergamon</general><scope>AAYXX</scope><scope>CITATION</scope><scope>HFXKP</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope></search><sort><creationdate>1999</creationdate><title>Democratic practices in teacher education and the elementary classroom</title><author>Rainer, Julie ; Guyton, Edith</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c335t-e912e9b1baa006006ce001157054aca21b92893e236b70416159acf4c66dedea3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rainer, Julie</creatorcontrib><creatorcontrib>Guyton, Edith</creatorcontrib><collection>CrossRef</collection><collection>Periodicals Index Online Segment 17</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><jtitle>Teaching and teacher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rainer, Julie</au><au>Guyton, Edith</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Democratic practices in teacher education and the elementary classroom</atitle><jtitle>Teaching and teacher education</jtitle><date>1999</date><risdate>1999</risdate><volume>15</volume><issue>1</issue><spage>121</spage><epage>132</epage><pages>121-132</pages><issn>0742-051X</issn><eissn>1879-2480</eissn><abstract>Democratic teacher education is occurring as one method of programmatic reform. This paper describes research that identifies effective democratic practices in a graduate teacher education program and the effects of that practice on the participants’ elementary classrooms. The practices of dialogue, negotiated content, constructivist roles, community and authentic assessment provide the structure and processes teachers need to make changes in their classroom. The changes teachers implement after participating in the program are varied, but student voice, participation and responsibility, and giving children more behavior and curricular choices are common. Teachers perceive that these democratic practices have a positive influence on children’s attitudes about school and learning.</abstract><cop>Oxford</cop><pub>Elsevier Ltd</pub><doi>10.1016/S0742-051X(98)00039-0</doi><tpages>12</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0742-051X
ispartof Teaching and teacher education, 1999, Vol.15 (1), p.121-132
issn 0742-051X
1879-2480
language eng
recordid cdi_proquest_journals_1877081035
source Periodicals Index Online; ScienceDirect Journals (5 years ago - present)
title Democratic practices in teacher education and the elementary classroom
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-07T03%3A58%3A05IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Democratic%20practices%20in%20teacher%20education%20and%20the%20elementary%20classroom&rft.jtitle=Teaching%20and%20teacher%20education&rft.au=Rainer,%20Julie&rft.date=1999&rft.volume=15&rft.issue=1&rft.spage=121&rft.epage=132&rft.pages=121-132&rft.issn=0742-051X&rft.eissn=1879-2480&rft_id=info:doi/10.1016/S0742-051X(98)00039-0&rft_dat=%3Cproquest_cross%3E1877081035%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1877081035&rft_id=info:pmid/&rft_els_id=S0742051X98000390&rfr_iscdi=true