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dc.contributor.author Moswela, B.
dc.date.accessioned 2012-11-07T06:08:53Z
dc.date.available 2012-11-07T06:08:53Z
dc.date.issued 2010-04-20
dc.identifier.citation Moswela, B. (2010) Democratic education in the classroom: an education law perspective, Journal of Education Administration and Policy Studies, Vol. 2, No. 4, pp. 56-62. en_US
dc.identifier.uri http://hdl.handle.net/10311/1036
dc.description.abstract This paper sought to unpack the extent of students’ democratic involvement in the teaching and learning processes. Data that were analyzed were obtained from 253 teachers and 194 students from 15 secondary schools in Botswana using a closed questionnaire consisting of 31 question items. Although the sample may not be representative of all the schools in the country (only 15 out of 233 schools were studied), the study concluded that the teaching and learning activities are largely pursued in democratic environments where teachers consult students on important classroom decisions. These efforts are, however, constrained by the disturbing levels of bullying in the classroom reported by the students. The democratic practices encouraged by the teachers, the study concluded, are consistent with what obtains at the national macro level. en_US
dc.language.iso en en_US
dc.publisher JEAPS, http://www.academicjournals.org/ijeaps en_US
dc.subject Democratic education en_US
dc.subject Learner-centred teaching en_US
dc.subject Academic freedom en_US
dc.subject Children rights en_US
dc.title Democratic education in the classroom: an education law perspective en_US
dc.type Published Article en_US
dc.link http://www.academicjournals.org/ijeaps/PDF/Pdf2010/May/Moswela.pdf en_US


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