Insights | Speak Up! Engaging Policymakers with Educators and Communities in Deliberative Dialogue | References & Credits

References

Ashby, S., Garza, C., Rivas, M. (1998). Public deliberation: A tool for connecting school reform and diversity. Austin, TX: Southwest Educational Development Laboratory (SEDL).

Bradley, A. (1996, November 6). Divided we stand: What has come between the public and its schools. Education Week. http://www.edweek.org/ew/1996/12about.h16

Briand, M. (1995). Building deliberative communities. Charlottesville, VA: Pew Partnership for Civic Change.

Houston, P. & Bryant, A. (1997, June). The roles of superintendents and school boards in engaging the public with the public schools. Phi Delta Kappan 78, 756-759.

Mathews, D. (1996). Public schools, our schools. In Is there a public for public schools? (pp. 1-8). Dayton, OH: Kettering Foundation Press.

Mutchler, S. (1993). Education activism of cultural conservatives. Insights on Education Policy and Practice, 3.

National Issues Forums. (N.D.). For conveners and moderators: organizing your first forum/study circle. Dayton, Ohio: author.

Southwest Educational Development Laboratory. (1998, February). Linking deliberative dialogue and state education policy. Proceedings from a roundtable discussion, Austin, TX.

Study Circles Resource Center. (1996). A comparison of dialogue and debate. In Planning community-wide study circle programs (pp. 5-6, 5-7). Pomfret, CN: Topsfield Foundation, Inc.

Credits

This issue of Insights was written by Julia Guzman, SEDL Program Specialist, and edited by Joyce Pollard, Director of Institutional Communications and Policy Services.

Insights on Education Policy, Practice, and Research may be reproduced and copies distributed to members by educational agencies, organizations, and associations.

This publication is based on work sponsored wholly, or in part, by the Office of Educational Research and Improvement, U.S. Department of Education, under Contract #RJ96006801. The contents of this publication do not necessarily reflect the views of OERI, the Department, or any other agency of the U.S. Government.

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