ORCID
https://orcid.org/0000-0002-0585-6188
Abstract
Despite a strong theoretical foundation, teachers’ pedagogical practices that represent the principles of democratic educational theory are not holistically understood. This qualitative integrative literature review provides a more complete view of the practices used by those who define themselves as democratic educators. By analyzing and integrating existing literature on classroom practice this review discusses four pedagogical approaches that engage democratic educational practices including inquiry, artistic, oral, and student-centered methods.
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Social and Philosophical Foundations of Education Commons
