Deliberation in the Classroom

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Kettering Foundation, 2017.
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APA Citation (style guide)

Stacie Molnar-Main., & Stacie Molnar-Main|AUTHOR. (2017). Deliberation in the Classroom. Kettering Foundation.

Chicago / Turabian - Author Date Citation (style guide)

Stacie Molnar-Main and Stacie Molnar-Main|AUTHOR. 2017. Deliberation in the Classroom. Kettering Foundation.

Chicago / Turabian - Humanities Citation (style guide)

Stacie Molnar-Main and Stacie Molnar-Main|AUTHOR, Deliberation in the Classroom. Kettering Foundation, 2017.

MLA Citation (style guide)

Stacie Molnar-Main, and Stacie Molnar-Main|AUTHOR. Deliberation in the Classroom. Kettering Foundation, 2017. Web.

Note! Citation formats are based on standards as of July 2010. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
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Grouped Work IDfad57d7d-727d-6f80-1a6f-a13d922ef727
Full titledeliberation in the classroom
Authormolnar main stacie
Grouping Categorybook
Last Update2020-06-23 12:36:57PM
Last Indexed2020-09-18 11:19:14AM

Hoopla Extract Information

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    [year] => 2017
    [artist] => Stacie Molnar-Main
    [coverImageUrl] =>
    [titleId] => 11989762
    [isbn] => 9781945577246
    [abridged] => 
    [language] => ENGLISH
    [profanity] => 
    [title] => Deliberation in the Classroom
    [demo] => 
    [segments] => Array

    [pages] => 137
    [children] => 
    [artists] => Array
            [0] => stdClass Object
                    [name] => Stacie Molnar-Main
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    [genres] => Array
            [0] => Curricula
            [1] => Education
            [2] => Philosophy, Theory & Social Aspects
            [3] => Social Science
            [4] => Teaching Methods & Materials

    [price] => 0.99
    [id] => 11989762
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    [synopsis] => From the first appearance of the National Issues Forums in 1982, teachers have recognized the usefulness of both the NIF issue guides and the process of framing issues for deliberation as models for the role and work of citizens in a democracy. In 2006, the foundation began a series of learning exchanges known as Teaching with Deliberation with teachers interested in using deliberation with their students. Those learning exchanges, and the reports teachers and administrators produced over the past ten years, helped identify the key benefits and challenges teachers experienced when introducing deliberative practices into their classrooms and documented teachers' observations about the impact deliberation had on their students' sense of themselves as democratic citizens. Deliberation in the Classroom, by Kettering research deputy Stacie Molnar-Main, is the product of that research. The book's insights, presented in terms that resonate with educators, support both the wider use of deliberative practices and the goal of growing the number of students who recognize a role for themselves as citizens in a democracy. It highlights the work of educators who place civic education at the heart of their work by choosing to teach their students an alternative to the divisive, zero-sum politics advanced by interest groups and portrayed in the media. These educators embrace participatory models of learning and decision making and work hard to expose students to difficult issues and varied perspectives, including unpopular and marginalized points of view. They understand that critical thinking and community building are not mutually exclusive terms, and that citizens need to learn how to talk, listen, and work with others so they can tackle complex issues that affect their communities.
    [url] =>
    [pa] => 
    [subtitle] => Fostering Critical Thinking, Community, and Citizenship in Schools
    [publisher] => Kettering Foundation