Promoting Shared Decision Making through Descriptive Inquiry

Authors

Rachel Seher, City-As-School, New York
Cecelia Traugh, Bank Street College of EducationFollow
Alan Cheng, City-As-School, New York

Files

Department

Graduate School of Education

Description

This article describes the process through which faculty members at City-As-School, a progressive public high school in New York City, recently began to use descriptive inquiry to more fully actualize one of the school’s core values: a commitment to “democracy as a way of life” (Dewey 1939, 2).

Publication Date

Spring 2018

Publisher

The University of Chicago Press in association with The Francis W. Parker School

City

Chicago

Keywords

descriptive inquiry, progressive education, teacher leaders, City-As-School

Disciplines

Curriculum and Social Inquiry | Educational Leadership | Educational Methods | Secondary Education

Comments

Originally published in Schools: Studies in Education, v15; n1 p37-64 Spring 2018

©2018 by University of Chicago Press. All rights reserved.

Reprinted with permission.

Recommended Citation

Seher, R., Traugh, C., & Cheng, A. (2018). Promoting Shared Decision Making through Descriptive Inquiry. The University of Chicago Press in association with The Francis W. Parker School. https://educate.bankstreet.edu/faculty-staff/54