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Klein, Ana Maria. ""Escola e democracia: um estudo sobre a representação de alunos e alunas do ensino médio"". Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31032006-151616/.
Pełny tekst źródłaThis 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.
Olsson, David. "Perpetual Peace through Democratic Aid? : Does Democratic Aid Significantly Contribute to Democratic Development among Semi-Democratic States?" Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4253.
Pełny tekst źródłaVidmar, Jure. "Democratic transition and democratic consolidation in slovenia". Frankfurt, M. Berlin Bern Bruxelles New York Oxford Wien Lang, 2006. http://d-nb.info/98819371X/04.
Pełny tekst źródłaVidmar, Jure. "Democratic transition and democratic consolidation in slovenia /". Frankfurt, M. ;Berlin ;Bern ;Bruxelles ;New York ;Oxford ;Wien : Lang, 2008. http://d-nb.info/98819371X/04.
Pełny tekst źródłaBaer, Kenneth. "Reinventing Democrats : the Democratic Leadership Council and the attempt to change the public philosophy of the Democratic Party, 1981-1996". Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243444.
Pełny tekst źródłaWallerstein, Shlomit. "Permissible self-defence, democratic states and anti-democratic ideologies". Thesis, University of Oxford, 2005. https://ora.ox.ac.uk/objects/uuid:f00255a3-6367-45d1-930e-9f15ee6c8abf.
Pełny tekst źródłaGianoli, Alberto. "Local democratic governance". Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271860.
Pełny tekst źródłaMiner, Amy Baird. "Democratic Inclusive Educators". DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1469.
Pełny tekst źródłaMujani, Saiful. "Religious democrats: democratic culture and Muslim political participation in post-Suharto Indonesia". The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054572222.
Pełny tekst źródłaMajani, Saiful. "Religious democrats: democratic culture and Muslim political participation in post-Suharto Indonesia". Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054572222.
Pełny tekst źródłaAhn, Julie Soo Jung. "Turkey's Unraveling Democracy: Reversing Course from Democratic Consolidation to Democratic Backsliding". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/852.
Pełny tekst źródłaIkhwan, Hakimul. "Democratic Islamism : Islamists' engagement with democratic politics in post-Suharto Indonesia". Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701969.
Pełny tekst źródłaDrake, Anna Marie. "Constructing democratic space : inclusion, efficacy, and protest in deliberative democratic theory". Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1592.
Pełny tekst źródłaBoesten, Jan. "Between democratic security and democratic legality : discursive institutionalism and Colombia’s Constitutional Court". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57045.
Pełny tekst źródłaArts, Faculty of
Political Science, Department of
Graduate
Larsson, Helena. "The democratic arms export". Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-341405.
Pełny tekst źródłaSuksi, Aara Lauren. "Odysseus in democratic Athens". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ45661.pdf.
Pełny tekst źródłaCohen, Joshua. ""A More Democratic Liberalism"". Michigan Law Review, 1994. http://hdl.handle.net/1721.1/5450.
Pełny tekst źródłaBrowne, Lesley Ann. "Contexts for democratic education". Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270025.
Pełny tekst źródłaMulindahabi, Charline. "Democratic decentralisation in Rwanda". University of the Western Cape, 2002. http://hdl.handle.net/11394/7887.
Pełny tekst źródłaRwandan local government system is currently making an important turning point with the introduction of democratic decentralisation. This study was carried out in order to find out the prospects and challenges of democratic decentralisation in Rwandan context. From Rwanda's independence in 1962 up to the 1999 administrative reforms, local governments, namely communes, have largely failed in their mission of being basic development units. Democratic decentralisation was then introduced to bridge gaps and correct weaknesses that undemined local governance in the past. There are some challenges like generalised poverty in the country, the nonparticipation, and dependence syndrome among citizens that need to be overcome. However, there are also opportunities that ought to be taken advantage if democratic decentralisation is to really take root in Rwanda. The main opportunity is commitment to to democracy and decentralisation by all stakeholders, the national leadership, local authorities and citizens in general. However, democratic decentralisation cannot be attained quickly. It is achieved gradually depending on citizens' understanding and to the availability of the resources. authorities and citizens in general
Carter, Kelly A. "Foucault's Foundationless Democratic Theory". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5475/.
Pełny tekst źródłaThomson, Stuart William James. "The social democratic dilemma". Thesis, University of Aberdeen, 1998. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU115282.
Pełny tekst źródłaKemnitz, Alexander, i Martin Roessler. "Economic Development, Democratic Institutions, and Repression in Non-democratic Regimes: Theory and Evidence". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-221345.
Pełny tekst źródłaFagundes, Junior Sergio José. "Política de democratização da rede pública de ensino do Municipio de Bragança Paulista (2006/2009) = caminhos e descaminhos". [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251170.
Pełny tekst źródłaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T16:39:33Z (GMT). No. of bitstreams: 1 FagundesJunior_SergioJose_M.pdf: 46506805 bytes, checksum: e41c42acad29901f63551fc252e3e67d (MD5) Previous issue date: 2011
Resumo: A gestão democrática da escola pública é de fundamental importância para a construção de uma sociedade igualitária e justa. O envolvimento de toda a comunidade escolar nos processos de decisão, tanto nos aspectos pedagógicos como nos administrativos, apresenta-se como um fator necessário para a gestão democrática na escola. Assim, este trabalho busca analisar a implementação de uma política municipal de educação, na cidade de Bragança Paulista, no período de 2006 a 2009, a qual se propôs à construção da escola democrática. Utilizamos como procedimento metodológico a análise de um programa de gestão para a Rede Municipal de Educação que teve como objetivo implantar a gestão democrática. Nossa análise verificou a presença de incongruências entre o proclamado e a realidade observada.
Abstract: The democratic management of public schools is crucial to building an egalitarian and fair society. The involvement of the whole school community in the decision-making, both in teaching and administration aspects, is presented as a necessary factor for the democratic management at school, so this paper seeks to examine the implementation of a city policy of education, in the city of Bragança Paulista, in the period of 2006 through 2009 which proposed the construction of a democratic school. We used as a methodological procedure the analysis of a management program for the Municipal Education Network aimed to implement democratic management. Our analysis showed the presence of inconsistencies between the announced and observed reality.
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação
Stocco, Aaron B. "Predicting Democratic Peace (DP) Breakdown, a new game-theoretic model of democratic crisis behavior". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0023/MQ50575.pdf.
Pełny tekst źródłaJohnson, Graham. "Social democratic politics in Britain 1881-1911 : the Marxism of the Social Democratic Foundation". Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:3494.
Pełny tekst źródłaBeeston, William. "Does participation make the architectural process more democratic - and should it be more democratic?" Thesis, London Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564400.
Pełny tekst źródłaPersson, Stefan. "Adolescents' role in democratic "parenting" /". Örebro : Örebro University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-8737.
Pełny tekst źródłaBrookes, Michael A. "Perils of a democratic peace". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA341470.
Pełny tekst źródła"September 1997." Thesis advisor(s): Bertrand M. Patenaude. Includes bibliography references (p. 179-192). Also available online.
McCormick, Paul R. "Leadership in a Democratic School". Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603433.
Pełny tekst źródłaThe purpose of this study is to examine the experiences of a democratic school leader and understand how his conception of leadership is congruent or incongruent with notions of democracy and democratic leadership. This small, participant-observer case study follows a democratic school leader and his staff for a year and examines those challenges and opportunities. Specifically, the research addresses how a school leader’s belief system impacts their approach to school governance. It also examines the tensions leaders in this context encounter and how those tensions are navigated. The data uncovers unique opportunities that similarly situated democratic school leaders encounter, and the best approaches for practitioners in the field.
The research traces the history of democratic schools and the diverse set of ideas that define the broad spectrum of these types of schools. This work also examines recurrent leadership themes in literature and pairs them with some of the defining characteristics of democratic schools. It then looks specifically at research aimed at understanding democratic school leadership. It creates a conceptual understanding of democratic schools based on an intimate and practitioner-based understanding of the research site: voice in decision-making, curriculum, and community.
The findings uncover a school leader who is pulled in many different directions, but one who remains committed to the democratic process of deliberation and listening. The findings also elucidate a tension with autonomous teaching and curriculum writing, as well as the process of terminating students from community. While revisiting existing research, this work explains some new understandings about leadership in a democratic school context and contains some practical suggestions for leaders in similar situations.
Ozcan, Emre. "What constitutes a democratic people?" Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547788.
Pełny tekst źródłaTian, Jie (TJ). "Collective responsibility and democratic practice". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46508.
Pełny tekst źródłaDe, Souza P. R. "Leadership, participation and democratic theory". Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375153.
Pełny tekst źródłaViant, Rosemary. "School governorship as democratic participation". Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333602.
Pełny tekst źródłaLepoutre, Maxime Charles. "Democratic speech in divided times". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283602.
Pełny tekst źródłaHoekstra, Marike. "Artist teachers and democratic pedagogy". Thesis, University of Chester, 2018. http://hdl.handle.net/10034/621472.
Pełny tekst źródłaAmani, Aslan. "Is democratic multiculturalism really possible?" Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/643/.
Pełny tekst źródłaBayefsky, Rachel. "Humiliation and liberal democratic politics". Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:b381b972-6838-401a-97a2-bffd2c1bcd6b.
Pełny tekst źródłaHugh-Jones, David. "Papers on direct democratic institutions". Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502177.
Pełny tekst źródłaCommittee, Conference for A. Democratic Future (CDF) Organising. "Conference for a democratic future". African National Congress, 1989. http://hdl.handle.net/10962/66502.
Pełny tekst źródłaIncludes the Harare Declaration: declaration of the OAU Ad-hoc Committee on Southern Africa on the Question of South Africa (Harare, Zimbabwe, August 21, 1989)
Mullins, Jr Ricky Dale. "Dewey, Disability, and Democratic Education". Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/89091.
Pełny tekst źródłaDoctor of Philosophy
When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had driven the economy for years. With its decline, my community barely managed to survive. My advisor at the time, honest and plain-spoken, told me that unless I obtained a license in special education, I would most likely not obtain a teaching job. Unlike many other areas of the country, in my hometown unless you could do other things like coach or drive a bus, a license to teach social studies was of little value. There was not much money and a new hire had to be willing to do many different jobs to prove his or her worth. Luckily, I had gotten my Commercial Driver License (CDLs) through a training program offered by the county school board, and I was consequently able to obtain a position, although not as a social studies teacher. I started my career in education as a special educator and substitute school bus driver. In this position I worked in an alternative education setting and taught vocational skills to secondary students with significant disabilities (in the institutional meaning of the word). From the start of my career, I aspired to become an administrator, so I enrolled in and completed a degree in Administration and Supervision. As I was working on that degree, I moved to the general education high school level, where I held a position teaching social studies and special education in an inclusive setting. Shortly thereafter, I obtained a job as an assistant principal. The part I enjoyed most about this position was working with and thinking about how to help teachers become better at their craft. At this point is when I decided to pursue a PhD in social studies education, so I could develop my interest into a body of research and eventually a career. Two years into my PhD program I was still grappling with who I was as a scholar. As I familiarized myself with social studies scholarship, I discovered that in my first position as an alternative education special educator, I was essentially preparing my students for the responsibilities of citizenship, which is the mission of the field of social studies (NCSS, 2013). Nevertheless, it was not until I started reading the work of John Dewey that I truly realized the complexity of what I experienced when I taught in the alternative education setting. That position allowed me to examine an element that I otherwise, would not have had the privilege to see; the complexity and intellect required for physical labor (Rose, 2004) and the inter-workings of true, vibrant, Deweyan democracy. Dewey’s work sparked a new interest in me and I started developing a deep-seated curiosity about how his theoretical underpinnings related to disability and democratic education. My interest in disability then caused me to ask other questions about social studies in relation to special education, which made me reflect on my prior experiences as a social studies educator. Although I had a license in special education, there were many instances in which I felt unprepared and unsupported in addressing the needs of all students in my classes which included general education students, students with disabilities (SWDs), and emergent bilingual learners (EBLs). I began to wonder if my feelings of unpreparedness and lack of support were in isolation. As I parsed the literature, I found that there was not a significant amount of research focused specifically on the extent to which social studies teachers felt they were prepared and supported to address the needs of all learners in their classroom. Additionally, my experience in both public education and teacher education gave me insight to realize that school systems do not have funding to provide specialized professional development and similarly, teacher education is under financial constraints as well. Therefore, I began examining what informal spaces such as Twitter offer educators in terms of professional support and development. My interests and curiosity fueled my scholarly work and eventually culminated into three distinct, but interconnected manuscripts. The three manuscripts that follow coalesce around my interests in Dewey, Disability, and Democratic Education.
Klipfel, Kevin Michael. "Luck Egalitarianism and Democratic Equality". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/42799.
Pełny tekst źródłaMaster of Arts
Dempster, Wesley. "Pragmatism, Growth, and Democratic Citizenship". Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1457718237.
Pełny tekst źródłaRennick, Stephanie (Stephanie Lisa) Carleton University Dissertation Political Science. "Political education and democratic citizenship". Ottawa, 1993.
Znajdź pełny tekst źródłaPate, Amy. "Ethnic rebellion in democratic experiments". College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7668.
Pełny tekst źródłaThesis research directed by: Dept. of Government and Politics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Maloney, Steven Douglas. "Abortion escorts and democratic participation". College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8070.
Pełny tekst źródłaThesis research directed by: Dept. of Government and Politics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Altman, Micah Kousser J. Morgan. "Districting principles and democratic representation /". Diss., Pasadena, Calif. : California Institute of Technology, 1998. http://resolver.caltech.edu/CaltechETD:etd-05192004-142452.
Pełny tekst źródłaMcDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.
Pełny tekst źródłaBolt, Julie Elizabeth. "Border pedagogy for democratic practice". Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289996.
Pełny tekst źródłaGioia, Sandler B. (Bruno). "Freedom-based education:rethinking democratic schools". Bachelor's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811203076.
Pełny tekst źródłaJotia, Agreement Lathi. "THE QUEST FOR DEEP DEMOCRATIC PARTICIPATION: SCHOOLS AS DEMOCRATIC SPACES IN THE POST – COLONIAL BOTSWANA". Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147360469.
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