The practice of teaching democracy in school is diminishing. The implementation of No Child Left Behind (NCLB) has forced teachers to teach to the test, and has required some to follow scripted curriculum, leaving little time or incentive for teaching democracy. This study examines the importance of practicing democracy and identifies ways in which it can be done in the NCLB classroom. The literature demonstrates the importance of teaching democracy through practice in schools. Ideas on how to accomplish this in the pre-NCLB classroom are well documented. By surveying public school teachers, this paper endeavors to bring awareness to its importance and to provide ways in which the NCLB classroom teacher can practice democracy. Results indicated that teachers are interested in practicing democracy and believe it is important. The survey and interviews found specific areas of concern and ways for teachers to bring democracy into the NCLB classroom.
","abstract_html":"<p>The practice of teaching democracy in school is diminishing. The implementation of No Child Left Behind (NCLB) has forced teachers to teach to the test, and has required some to follow scripted curriculum, leaving little time or incentive for teaching democracy. This study examines the importance of practicing democracy and identifies ways in which it can be done in the NCLB classroom. The literature demonstrates the importance of teaching democracy through practice in schools. Ideas on how to accomplish this in the pre-NCLB classroom are well documented. By surveying public school teachers, this paper endeavors to bring awareness to its importance and to provide ways in which the NCLB classroom teacher can practice democracy. Results indicated that teachers are interested in practicing democracy and believe it is important. The survey and interviews found specific areas of concern and ways for teachers to bring democracy into the NCLB classroom.</p>","abstract_has_math":false,"creators":["Davis, Margaret H."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:28Z","subjects":["No Child Left Behind","Teaching Democracy","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Davis, Margaret H."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["No Child Left Behind","Teaching Democracy","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The practice of teaching democracy in school is diminishing. The implementation of No Child Left Behind (NCLB) has forced teachers to teach to the test, and has required some to follow scripted curriculum, leaving little time or incentive for teaching democracy. This study examines the importance of practicing democracy and identifies ways in which it can be done in the NCLB classroom. The literature demonstrates the importance of teaching democracy through practice in schools. Ideas on how to accomplish this in the pre-NCLB classroom are well documented. By surveying public school teachers, this paper endeavors to bring awareness to its importance and to provide ways in which the NCLB classroom teacher can practice democracy. Results indicated that teachers are interested in practicing democracy and believe it is important. The survey and interviews found specific areas of concern and ways for teachers to bring democracy into the NCLB classroom.
"]},{"key":"dc:title","label":"Title","values":["Practicing Democracy in the NCLB Elementary Classroom"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD"],"dc:creator":["Davis, Margaret H."],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["The practice of teaching democracy in school is diminishing. The implementation of No Child Left Behind (NCLB) has forced teachers to teach to the test, and has required some to follow scripted curriculum, leaving little time or incentive for teaching democracy. This study examines the importance of practicing democracy and identifies ways in which it can be done in the NCLB classroom. The literature demonstrates the importance of teaching democracy through practice in schools. Ideas on how to accomplish this in the pre-NCLB classroom are well documented. By surveying public school teachers, this paper endeavors to bring awareness to its importance and to provide ways in which the NCLB classroom teacher can practice democracy. Results indicated that teachers are interested in practicing democracy and believe it is important. The survey and interviews found specific areas of concern and ways for teachers to bring democracy into the NCLB classroom.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/112"],"dc:subject":["No Child Left Behind","Teaching Democracy","Education"],"dc:title":["Practicing Democracy in the NCLB Elementary Classroom"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:28Z"}