zdroje a výzkum

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Jak je to ve světě s legislativou upravující povinnou školní docházku, domácí vzdělávání a unschooling.

HSLDA je organizace advokující téma homeschoolingu ve světě.

Seznam Sudbury škol

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.

Centra sebeřízeného vzdělávání a tzv. Centra agilního modelu učení

Alliance for Self-Directed Education v USA

SvobodaUčení.cz je web v českém jazyce.

Výzkum | Studie | Publikace – volná hra, motivace, neurovědy, učení

Studie z r. 2022 Dětská hra: Zkoumání asociace mezi časem stráveným hraním a duševním zdravím dítěte, odkaz na originál v angličtině.

American Journal of Play vydávaný The Strong museum v Rochesteru ve státě New York, je recenzovaná multidisciplinární publikace, sloužící jako fórum pro diskusi o historii, vědě a kultuře hry.

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: ursula.griebler@gmail.com

Self-Directed Education—Unschooling and Democratic Schooling – Oxford Research Encyclopedia

Peter Gray, Ph.D., je výzkumným profesorem na Boston College, je autorem knihy Free to Learn (Basic Books) and Psychology zde je odkaz na jeho blog na webu Psychology Today Freedom to learn

List of research EUDEC

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)

Journal of Unschooling and Alternative Learning

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.

Barker, J. E., Semenov, A. D., Michaelson, L., Provan, L. S., Snyder, R., & Munakata, Y. (2014). Less-structured time in children’s daily lives predicts self-directed executive functioning. Frontiers in Psychology, 5, 1–16.

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.

Dennett, D. C. (1994). Language and intelligence. In J. Khalfa (Ed.), What is intelligence? (pp. 161–178). Cambridge: Cambridge University Press.

Dodd, S. (2016). Unschooling the world. Accessed October 21, 2016.Draper, P. (1976). Social and economic constraints on child life among the !Kung. In R. B. Lee & I. DeVore (Eds.), Kalahari hunter-gatherers: Studies of the !Kung San and their neighbors (pp. 199–217). Cambridge, MA: Harvard University Press.

Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students’ motivation. Elementary School Journal, 93, 553–574.

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.

Aiken, Wilford (1942).The Story of the Eight-Year Study: New York: Harper.

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

Chanoff, David (1981). Democratic Schooling: Means or End? Resolving the Ambiguity. In: The High School Journal, 64(4), 170-175

Cooper, Davina (2007). Opening Up Ownership: Community Belonging, Belongin

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.

Fielding, Michael (2005). Alex Bloom, Pioneer of Radical State Education.

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.

Fitzpatrick, Colleen M. (1992). A comparative psychological study in education: the concept of `freedom‘ in Summerhill and its effects on life satisfaction, self-concept cooperation/altruism and locus of control orientation., National University of Ireland, Dublin.

Goebel, Rhonda (2000). Can we talk? Manifestations of critical thinking in young people’s spontaneous talk. Master’s thesis, School of Education, DePaul University, Chicago.

Goodsman, Dane (1992). Summerhill: theory and practice. Norwich: Unpublished PhD thesis, University of East Anglia.

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.

Morhayım, B. G. (2008). Bir alternatif okul türü olan demokratik okula dair öğrenci yatkınlığının değerlendirilmesi. Unpublished master theises. İstanbul: Marmara Univesity.

Morrison, K. A. (2007). Free school teaching: A journey into radical progreesive education. Albany: State University of New York Press.

Morrison, Kristan. Progressive educators‘ assumptions, structures, and practices: critical pedagogy at the albany free school – University of North Carolina

O’Rourke, D. L. (2010). Defining and defending a democratic public education site. PhD diss., York University.

Peramas, M. (2007). The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education – Essays in Education – Volume 19 Winter 2007.

Posner, R. (2009). Lives of passion, school of hope: How one public school ignites a lifelong love of learning. CO: Sentient Publications.

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.

Stelle, C. S., Jr. (2011). Examining a free school through auto-photo elicitation. The Florida State University). ProQuest Dissertations and Theses

Stronach, Ian & Heather Piper (2008). Can liberal education make a comeback? The case of ‚relational touch‘ at Summerhill School. American Educational Research Journal, 45(1), 6-37.

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.

Cambridge University Press.

Draper, P. (1976). Social and economic constraints on child life among the! Kung. In R. B. Lee & I. DeVore (Eds.), Kalahari hunter-gatherers: Studies of the! Kung San and their neighbors (pp. 199–217). Cambridge, MA: Harvard University Press.

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. (1964). Compulsory miseducation. New York: Vintage.

Gosso, Y., Otta, E., de Lima, M., Ribeiro, F., & Bussab, V. (2005). Play in hunter-gatherer societies. In A. D. Pellegrini & P. K.

Smith (Eds.), The nature of play: Great apes and humans (pp. 213–253). New York: Guilford.

Gray, P. (2009). Play as the foundation for hunter-gatherer social existence. American Journal of Play, 1, 476–522.

Gray, P. (2010a, February 24). Children teach themselves to read. Freedom to Learn blog, Psychology Today.

Gray, P. (2010b, April 15). Kids learn math easily when they control their own learning. Freedom to Learn blog, Psychology Today.

Gray, P. (2011a). The evolutionary biology of education: How our hunter-gatherer educative instincts could form the basis for education today. Evolution: Education and Outreach, 4, 28–40.

Gray, P. (2011b). The special value of children’s age-mixed play. American Journal of Play, 3, 500–522.

Gray, P. (2013). Free to learn: Why releasing the instinct to play will make our children happier, more self-reliant, and better students for life. New York: Basic Books.

Gray, P. (2016). Children’s natural ways of educating themselves still work—even for the three Rs. In D. C. Geary & D. B.

Berch (Eds.), Evolutionary perspectives on child development and education (pp. 67–94). New York: Springer.

Gray, P., & Chanoff, D. (1986). Democratic schooling: What happens to young people who have charge of their own education?

American Journal of Education, 94, 182–213.

Gray, P., & Feldman, J. (1997). Patterns of age mixing and gender mixing among children and adolescents at an ungraded democratic school. Merrill-Palmer Quarterly, 43, 67–86.

Gray, P., & Feldman, J. (2004). Playing in the zone of proximal development: Qualities of self- directed age mixing between adolescents and young children at a democratic school. American Journal of Education, 110, 108–145.

Gray, P., & Riley, G. (2013). The challenges and benefits of unschooling according to 232 families who have chosen that route.

Journal of Unschooling and Alternative Learning, 7, 1–27.

Gray, P., & Riley, G. (2015). Grown unschoolers’ evaluations of their unschooling experiences: Report I on a survey of 75 unschooled adults. Other Education, 4, 8032.

Greenberg, D. (1970). Crisis in American education: An analysis and a proposal. Framingham, MA: Sudbury Valley School press.

Greenberg, D. (1992). Sudbury Valley’s secret weapon: Allowing people of different ages to mix freely at the school. In D.

Greenberg (Ed.), The Sudbury Valley School experience (3d ed., pp. 121–136). Framingham, MA: Sudbury Valley School Press.

Greenberg, D., & Sadofsky, M. (1992). Legacy of trust: Life after the Sudbury Valley School experience. Framingham, MA:

Sudbury Valley School Press.

Greenberg, D., Sadofsky, M., & Lempka, J. (2005). The pursuit of happiness: The lives of Sudbury Valley alumni. Framingham, MA: Sudbury Valley School Press.

Groos K. (1898). The play of animals. New York: Appleton.

Groos K. (1901). The play of man. New York: Appleton.

Harrington, D. M., Block, J. H., & Block, J. (1987). Testing aspects of Carl Rogers’s theory of creative environments: Childrearing antecedents of creative potential in young adolescents. Journal of Personality and Social Psychology, 52, 851–856.

Hausman, T. (1998). A history of the free school movement (Undergraduate thesis). Department of Education, Brown University.

Hewlett B., Fouts, H., Boyette, A., & Hewlett, B. L. (2011). Social learning among Congo Basin hunter-gatherers. Philosophical Transactions of the Royal Society B, 366, 1168–1178.

Holt, L. L., Smeltzer, B. C., Brockett, R. G., Shih, C. K., & Kirk, J. M. (2013). Emerging scholars in self-directed learning: A further examination of IJSDL citation analysis data. International Journal of Self-Directed Learning, 10, 38–51.

Kirschner, D. H. (2008). Producing unschoolers: Learning through living in a U.S. education movement (PhD diss.). University of Pennsylvania.

Konner, M. (2002). The tangled wing: Biological constraints on the human condition, revised edition. New York: Holt.

Kozinets, R. V. (2015). Netnography redefined (2d ed.). Los Angeles: SAGE.

Lancy, D. F., Bock, J., & Gaskins, S. (2010). Putting learning into context. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood (pp. 3–10). Lanham, MD: AltaMira.

Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196.

Lucas, H. (2011). After Summerhill. Bristol, U.K.: Herbert Adler.

Martin-Chang, S., Gould, O. N., & Meuse, R. E. (2011). The impact of schooling on academic achievement: Evidence from homeschooled and traditionally schooled students. Canadian Journal of Behavioral Science, 43, 195–202.

Miller, R. (2002). Free schools, free people: Education and democracy after the 1960s. Albany: State University of NY Press.

Mitra, S. (2003). Minimally invasive education: A progress report on the “hole-in- the-wall” experiments. British Journal of Educational Technology, 34, 367–371.

Mitra, S. (2005). Self-organizing systems for mass computer literacy: Findings from the “Hole in the wall” experiments.

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Mitra, S., & Dangwal, R. (2010). Limits to self-organising systems of learning: The Kalikuppam experiment. British Journal of Educational Technology, 41, 672–688.

Mitra, S., & Rana, V. (2001). Children and the Internet: Experiments with minimally invasive education in India. British Journal of Educational Technology, 32, 221–232.

Mulhern, J. (1959). A history of education: A social interpretation (2d ed). New York: Ronald.

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Osborne, J. A., Simon, S. B., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications.

International Journal of Science Education, 25, 1049–1079.

Priesnitz, W. (2016). The words we use: Living as if school doesn’t exist. Life Learning Magazine.

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Riley, G., & Gray, P. (2015). Grown unschoolers’ experiences with higher education and employment: Report II on a survey of 75 unschooled adults. Other Education, 4, 33–53.

Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (2006). The significance of autonomy and autonomy support in psychological development and psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology: Vol. 1.

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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

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