Pokud chcete přidat zdroj ¦→ máte-li náměty, připomínky ¦→ narazíte-li na nefuknční odkaz ¦→ budeme rádi, když nám napíšete na firstname.lastname@example.org
HSLDA je organizace advokující téma homeschoolingu ve světě.
Seznam škol asociovaných v Europian Democratic Education Community ¦→ ne všechny školy asociované v EUDEC jsou školami založenými na principech sebeřízeného vzdělávání. Pro školy asociované v EUDEC jsou typické zejména způsoby organizace a rozhodování. Ty jsou zde podobné různým formám tzv. demokratických principů rozhodování.
SvobodaUčení.cz je web v českém jazyce.
Výzkum | Studie | Publikace – motivace, neurovědy, učení
Oxford – Effects of student participation in school health promotion: a systematic review, Ursula Griebler, Daniela Rojatz, Venka Simovska and Rudolf Forster, Ludwig Boltzmann Institute Health Promotion Research, Vienna, Austria and Department of Education, Aarhus University, Copenhagen, Denmark Corresponding author. E-mail: email@example.com
Self-Directed Education—Unschooling and Democratic Schooling – Oxford Research Encyclopedia
A pilot study to evaluate the impact of the student participation aspects of the citizenship order on standards of education in secondary schools, Report to the DfEE By Derry Hannam April 2001.
International Journal of Student Voice, A peer-reviewed, independent, open-access journal, Pennsylvania State University, Volume 1, Number 1 IJSV May, 2017, What can a conception of power do? Theories and images of power in student voice work.
Educational Research Review, Effects of student participation in decision making at school. A systematic review and synthesis of empirical research, Ursula Mager, Peter Nowak, Ludwig Boltzmann Institute Health Promotion Research, Untere Donaustraße 47, 1020, Vienna, Austria
A review of recent research into children’s rights based education in state schools in Hampshire, England (by Derry Hannam for the Spring 2011 edition of the EUDEC newsletter, Leipzig, Germany)
Alternative Education Resources Association (2016). Democratic schools.
Aristotle. (1963 translation). Metaphysica, liber A. (D. E. Gershenson & D. A. Greenberg, Trans.). Natural Philosopher, 2, 3–55.
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Bernstein, E. (1968). Summerhill: A follow-up study of its students. Journal of Humanistic Psychology, 8, 123–136.
Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Teaching limits children’s spontaneous exploration and discovery. Cognition, 120, 322–330.
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English, R. (2014). Too cool for homeschool? Accessing underground unschoolers with Web 2.0. In K. Trimmer, A. Black, & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (pp. 112–124). London: Routledge.
Farenga, P. L., & Ricci, C. (2013). The legacy of John Holt: A man who genuinely understood, respected, and trusted children. Medford, MA: HoltGWS.
Goodman, P. (1960). Growing up absurd. New York: Vintage.
An expandable bibliography of research that has been done so far in the field of democratic education.
Avidan, Ramit (2014). ‘Observation from a different perspective‘. Democratic schools in Germany a multiple case study. Masterarbeit an der Jaime and Joan Constantiner School of Education, Department of Education Policy and Administration der Universität Tel Aviv (hebrew, available in german soon)
Bennis, Dana (2012). Research on Freedom-based Education. http://ebookbrowse.com/bennis-comparative-study-doc-d37448620
Berg, Don (2013). Intrinsic motivation research thesis entitled, Enthusiastic Students: The Motivational Consequences of Two Alternative to Mandatory Instruction – http://www.teach-kids-attitude-1st.com/intrinsic-motivation-research.html
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Darling, John (1992). A.S. Neill on Democratic Authority: A Lesson from Summerhill? Oxford Review of ducation,03054985, March 92, Vol. 18, Issue 1
Engel, Liba Hannah The Pedagogy of Janusz Korzak in the hadera democratic school: Early twentieth century reform in modern Israel – University of Wisconsin-Madison
Feldman, Jay (1997). The educational opportunities that lie in self-directed age-mixing play among children and adolescents. Paper presented at the Biennal Meeting of the Society for Research in Child Development, Washington DC, 3.-6. April 1997
Feldman, Jay & Peter Gray (1999). Some educational benefits of freely chosen age mixing among children and adolescents. Phi Delta Kappan, 80, 507-512.
Feldman, Jay (2001).The moral behavior of children and adolescents at a democratic school. Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). ERIC ED453128.
Fielding, Michael & Peter Moss (2011). Radical Education and the Common School: A Democratic Alternative. London: Routledge.
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Fielding, Michael (2009). Education, identity and the possibility of democratic public space in schools. In ESRC Seminar Series (Ed.), The educational and social impact of new technologies on young people in Britain, ‘Digital identities: tracing the implications for learners and learning’ (Vol. Seminar 4). London: London School of Economics.
Fielding, Michael (2012). The College of Teachers’ Biennial Lecture: Student voice: patterns of partnership and the demands of deep democracy. Retrieved 13 June, 2013
Fielding, Michael (2013). Whole School Meetings and the Development of Radical Democratic Community. Studies in Philosophy and Education, 32(2), 123-140.
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Gray, Peter & David Chanoff (1986). What happens to young people who have charge of their own education? In: American Journal of Education, 94(2), 182-213
Gray, Peter & David Chanoff (1984). When play is learning: A school designed for self-directed education. Phi Delta Kappan, 65, 608-611.
Gray, Peter (1986). Sudbury Valley students thrive in a setting founded on democratic principles. Changing Schools, 13, Issue 2, 3-5.
Gray, Peter & David Chanoff (1986). Democratic schooling: What happens to young people who have charge of their own education? American Journal of Education 94, no. 2: 182-213.
Gray, Peter (1993). The freedom to learn. The Washington Post Education Review, Oct. 31, pp. 25-26.
Gray, Peter (2013). Free to learn. Why Unleashing the Instinct to Play Will Make Our Children Happier, More SelfReliant, and Better Students for Life. Basic Books
Greenberg, Daniel (1995). Free at last: The Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.
Greenberg, Daniel & Mimsy Sadofsky (1992). Legacy of trust life after Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.
Greenberg, Daniel; Mimsy Sadofsky; and Jason Lempka (2005). The pursuit of happiness: The lives of Sudbury Valley alumni. Framingham, MA: Sudbury Valley School Press.
Hannam, Derry (2001). A pilot study to evaluate the impact of the student participation aspects of the citizenship order in standards of education in secondary schools research on self-directed education in England. Manuskript für Prof. Bernard Crick, Ministerial Adviser for Citizenship Education at the Department for Education and Employment (DfEE), London, England.
Keeble-Allen, Diane (2004). Inspection at Summerhill: Did OFSTED inspection result in improvement? , Leicester. Phd or master’s thesis?
Kittel, Rut (2006). Demokratische Bildung in der Diskussion. Am Beispiel des Sudbury-Schul-Konzeptes. Magisterarbeit im Studienbereich Erziehungswissenschaften, Fernuniversität Hagen (german)
Lathrop, R. (2005). Democratic schools: Empowering students through active learning and applied civic education. PhD diss., State University of New York.
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Morrison, K. A. (2007). Free school teaching: A journey into radical progreesive education. Albany: State University of New York Press.
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Peramas, M. (2007). The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education – Essays in Education – Volume 19 Winter 2007.
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Ram, Eyal. Between Despair and Hope – A Critique of Democratic Education Using the Concepts of Michel Foucault – Tel Aviv University
Sadofsky, Mimsy (2009): What it Takes to Create a Democratic School (What Does That Mean Anyway?) . Lecture, International Democratic Education Conference (IDEC 2008), Vancouver, Canada, „Sustainable Democracy: Creating a Stable Culture in a Democratic School.“ Retrieved February 3, 2010.
Shilon, Abi (2003). Quantitative criteria in assessment of democratic schools in Israel. Master Thesiess. University of Derby.
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Stronach, Ian (2005). Progressivism against the audit culture: the continuing case of Summerhill School versus OfSTED, First International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign.
Stronach, Ian (2010). Has Progressive Education a Future? The Fall and Rise of Summerhill School, British Educational Research Association annual conference. Warwick University.
Thomas, Alan (2013). Autonomous and Informal Education Under Threat: Summerhill, UK, Sudbury Schools in The Netherlands and Home Education. Other Education , 2(1), 75-77.
Vedder-Weiss, Dana & David Fortus (2011). Adolescent’s Declining Motivation to Learn Science: Inevitable or Not? In: Journal of Research in Sciene Teaching, 48(2), 199-216
Heslo v Oxfordském slovníku Self-directed Education je navíc ozdrojováno takto:
Teaching limits children’s spontaneous exploration and discovery. Cognition, 120, 322–330.
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Printed from the Oxford Research Encyklopedia, Education (education.oxfordre.com). (c) Oxford University Press USA, 2016.
Subject: Alternative and Non-formal Education , Educational Theories and Philosophies Online Publication Date: Apr 2017 DOI:10.1093/acrefore/
9780190264093.013.80 Self-Directed Education—Unschooling and Democratic Schooling Peter Gray Oxford Research Encyclopedia of Education