Revised: Conceptual Framework
Purpose of this Study
The purpose of this qualitative study is to identify the qualities of democratic
teaching beliefs in today’s classroom. There are many factors to consider when
building a democratic classroom. By means of this study, educators who embrace and incorporate democratic values demonstrate how they will build a democratic classroom. Some themes that will be explored through the observation of these teachers: how do they demonstrate a fair attitude and behave toward youngsters, what opportunities are students given to participate in activities (the issues of equality), and what range of personal freedom do students have in their respective learning environment. Since these classrooms are developed by the teachers, one must understand the sociological, political, and issues of gender that may affect the structure of the learning environment. The lens I would like to explore during this process is the Black Feminist theory(in addition to Critical Race Theory). In one of many articles(Kesici, 1992), the literature and research tends to support the idea that females adhere to democratic ideals more so than their male counterparts.
Research Questions:
1. How do teachers define democratic education?
2. What are the classroom practices of teachers who espouse democratic beliefs?
3. Who am I question: Does being a black female first and a teacher second,
affect my delivery of instruction? Do I emphasize one part of history over
others(ex. Black, female, the diasporas, etc.) as opposed to “traditional
American History, and/or other historical events that include people from
diverse backgrounds?
Statement of Problem
Spurred by reports, legislative mandates, commitments from concerned citizens and research findings, educators across the United States are searching for
changes to the modern classroom (Nemser, 1989). With a growing debate over
“teacher accountability” there is a focused attention on teachers providing the
best learning environment possible. There is a heated rush to introduce
programmatic changes and many have argued for introduction of democratic values to shape children academically and socially. One possible change to the
classroom is the introduction of “democratic values” and practices In addition
to setting high academic standards and preparing students for higher education and the world of work, educators are expected to introduce social skills and
beliefs that will ultimately make a “productive” citizen (Raywid, 1987). Some
researchers(Wade and Tavris, 1990) claimed that they have found the answer, the incorporation of “democratic values and practices.”
What is the definition of democratic classrooms?
Teachers, administrators and even politicians have expressed their concerns
about classroom instruction and more attention is being paid to practices and
beliefs that shape the learning environment for today’s student (Lunenburg and
Cadavid,1992).. Many educators and researchers have argued over the clear
definition of democratic values and what it looks like in the classroom. Sahin
Kesici(2008) provided a clear definition of democratic values in the classroom:
Teaching students of their rights as citizens(issues of equality of opportunity,
justice and freedom) along with academic learning. Henderson (1983), another
supporter claimed that the employment of democratic values and practices may remedy many academic problems in this critical period of development and also, possibly help to contain the social illnesses that collectively destroy the
fiber of the United States citizenry. Bandura(1986), one supporter of the
democratic classroom argues that school is not just a place to acquire academic knowledge but also to embrace the norms of that given society.
One of the purposes of education in public schools is to make individuals aware
of their responsibilities toward their state and themselves, and to carry out
these responsibilities (Kesici, 2008, p. 3). The freedom, justice and equality
that are espoused in the Constitution should be taught in the classroom.
According to Osler. and Starkey, (1994) , educators should design the learning
environment to address the student’s academic needs as well as guaranteeing them an active learning environment. Democratic teachers should give importance to democratic values in their classrooms (Kesci, 2008, p. 2).
Data collection: (School Climate and Culture—A major problem)
Data collection will be in the form of one-on-one interviews and non
participatory observations. The observation process will take longer, due to
the microcosm of my own school. Are there differences between male and female teachers in their beliefs and practices? We have almost equal balance of male to female ratio of teachers. But there is so much to consider in even this
microcosm group. Some these factors are: individual(cases), ethnic backgrounds, socio-economic backgrounds, urban or suburban, and even what region of the country and/or world the teacher is from. After this the “Locus of Control” has to be considered: classroom observations, teacher surveys, and student interviews(outside my school).
Implications: My classroom
What does equality, independence, justice and respect mean in my approach to
teaching, to students experiences in the classroom, in the South Bronx, in New
York City(in the U. S. and in the world)? There is much to consider and reflect
upon during this research process. I don’t know if I could be truly objective
with regards to this topic.
Keywords: Democratic Teacher Beliefs, gender ideals and roles
References
Bandura, A. (1986). Social Foundations of Though and Action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-Efficacy The Exercise of Control. New York: W. H.
Freeman and Company.
Kesici, S. (1992). Democratic teacher beliefs according to the teacher’s gender
and locus of control. Journal of Instructional Psychology, 35, 1.
Henderson, M. A.(Eds.). (1983). Can schools, teachers, and administrators make a difference? The research evidence. Democratic Education in Schools and
Classrooms. Washington: National Council for the Social Studies Bulletin
Lunenburg, F. C. and Cadavid, V. (1992). Locus of control, pupil control
ideology, and dimensions of teacher bornout. Journal of Instructional Psychology, 19 (1), 13-22.
Nemser, S.(1989). Describing teacher education: A framework and illustrative
findings from a longitudinal study of six students. Elementary School Journal, 89, 365-377.
Osler, A. and Starkey, H. (1994). Fundamental Issues In Teacher Education for
Human Rights: A European Perspective: Journal of Moral Education. 23, 349-360.
Wade, C. and Tavris, C.(1990). Psychology. New York: Harper and Row
Publisher.
I have one suggestion regarding your research questions. You don't mention gender in your research questions, but it seems wildly important to the rest of your conceptual framework. It seems that what you're interested in is if males and females have different definitions of a "democratic" classroom and/or enact a "democratic" classroom in different ways. Yes? So manybe your questions should reflect that--"How do male and female teachers define a democratic classroom?" "What do 'democratic' practices look like in the classrooms of male and female teachers?"...or something like that. If you just want to focus on defining a democratic classroom in general...then I might leave gender out of the conceptual framework. Does that help?
ReplyDeleteThank you, Jeta.
ReplyDeleteI have changed my framework so much that I am reframing it on a daily basis now. Thanks, for the good questions. My new Framework will focus on democratic values and practices within my classroom. How I define it and what it looks like in my classroom.
Marcia