Section II: Outcomes and Methods
A. Learner/participant outcomes
1. Participants will become familiar with a conceptual framework and survey used to
study democratic classroom practices of K-12 teachers in the United States, the
Czech Republic and the Ukraine.
2. After discussing the results of a comparative study, participants will learn about
the differences and similarities between democratic classroom practices of
teachers in the United States, the Czech Republic and the Ukraine.
3. Participants will understand this study's implications for teacher education and
generate a list of future actions.
B. Methods:
The presentation will include three parts:
1. PowerPoint Presentation (including content and international photographs)
a. Introduction: Overview of work, conceptual framework.
b. Research study: Research questions, methods, results.
2. Discussion of implications: Together, participants and presenters will consider
implications for teacher education and generate a list of future activities.
3. Participant questions.
4. Handouts, including complete paper, IDEALS Survey and contact information.
References:
Bloem, P. (2001). Lessons from Abroad: What North American Educators can Learn from
Central and Eastern European Education. In Klooster, D., Steele, J, Bloem, P. Ideas without
Boundaries. International Reading Association.
Dewey, J. (1966) Democracy and Education. New York: Free Press.
Hoffman, (2000). The de-democratization of schools and literacy in America. The Reading
Teacher, 53(8) pp 616-622.
Klooster, D., Steele, J., Bloem, P. (Eds.). (2001). Ideas Without Boundaries: International
Education Reform Through Reading and Writing for Critical Thinking.
O’Hair, M., McLaughlin,H. & Reitzug, U. (2000) Foundations of Democratic Practice. Orlando,
FL: Harcourt Brace.
Wade, R. (Ed.).(1997). Community Service-Learning. Albany, NY: SUNY Press.
Convention