Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

In this provocative book, Barwise and Perry tackle the slippery subject of \"meaning, \" a subject that has long vexed linguists, language philosophers, and logicians.

/pdf/situations-and-attitudes-57f065zg2d.pdf

Situations and Attitudes.

A review of empirical studies that directly investigated the overseas adjustment of expatriate managers revealed four dimensions that were related to successful expatriate acculturation: (1) the “self-oriented” dimension; (2) the “others-oriented” dimension; (3) the “perceptual” dimension; and (4) the “cultural-toughness” dimension. The study's implications for expatriate selection and training procedures in multinational corporations are discussed.

https://www.jstor.org/stable/pdfplus/258210.pdf

The Dimensions of Expatriate Acculturation: A Review

Preface 1. An initial statement of the problem 2. A theoretical framework 3. Defining topics properly 4. Formulating intelligible requests for information 5. Contextual influences on respondent's interpretations of questions 6. The need to provide response frameworks 7. The limitations of human memory 8. Filters: establishing the relevance of questions to the respondents 9. Reducing question threat 10. The open vs closed question debate: coding reponses to open questions and formulating sets of response options for closed questions 11. Measuring attitudes 12. Checks to ensure that questions work as they are intended to work Conclusions References.

Constructing Questions for Interviews and Questionnaires: Theory and Practice in Social Research

The study developed 2 measures of belongingness based on H. Kohut's (1984) self psychology theory. The Social Connectedness Scale and the Social Assurance Scale were constructed with a split-sample procedure on 626 college students. Internal reliability estimates for the 2 scales were.91 and.82, respectively. Test-retest correlations revealed good test stability over a 2-week period (rs = .96 and .84, respectively). Cross-validation for the 2 measures was achieved with confirmatory factor analysis with an incremental fit index greater than .90. Scale functions are described and results are discussed in light of current research and theory

Measuring belongingness: The Social Connectedness and the Social Assurance scales.

In the current environment, presidents and chancellors can expect to have their institutions under nearly continuous scrutiny from regional accrediting bodies.

The impact of the changing climate for accreditation on the individual college or university: Five trends and their implications

Results from application of the SPTE Questionnaire from 2,115 classes were factor analyzed to oblique simple structure. A first-order solution with six factors resulted: 1) Attitude Toward Students...

Measuring Student's Perceptions of Teaching: Dimensions of Evaluation:

Data for 4-, 5-, and 7-position Likert formats from 292 undergraduates showed systematic error varied among formats, i.e., central tendency errors tended to increase with increasing numbers of categories and to reduce variances expected.

Preliminary Assessment of Format-Specific Central Tendency and Leniency Error in Summated Rating Scales:

Community Satisfaction Scale scores from a British and an American community were compared for similarity of factor structure. Factors did not replicate in the two data sets. Results are discussed in relation to the cultural relativity of the community concept and the need for empirical validation of community measurement.

The Structure of Community Satisfaction in a British and an American Community

Summary The scalability and dimensionality of the Community Satisfaction Scale were re-examined for a second sample (N = 412) drawn from a British new town after an interval of eight years. The results suggest that both the domain and structure of community satisfaction were malleable and subject to change within a given population, not just between populations. They also provide continued support for the sociocultural approach to human-environment interaction.

John W. Bardo

Papers

The impact of the changing climate for accreditation on the individual college or university: Five trends and their implications

Measuring Student's Perceptions of Teaching: Dimensions of Evaluation:

Preliminary Assessment of Format-Specific Central Tendency and Leniency Error in Summated Rating Scales:

The Structure of Community Satisfaction in a British and an American Community

A Re-Examination of Subjective Components of Community Satisfaction in a British New Town