Classroom decision making: Negotiation and process syllabuses in practice

Enhanced descriptions from Syndetics:

How can we involve students in classroom decisions? What difficulties might arise? What benefits can be expected? This collection addresses these questions by bringing together accounts from teachers who have introduced shared decision-making with students. The book describes the rationale for process syllabuses, which aim to provide a structure for negotiation. It provides examples from primary, secondary, tertiary and teacher education from a wide range of contexts - including Europe, the USA, South America, and Asia. The collection focuses on practice and provides a framework for teachers to experiment in their own classrooms.

Table of contents provided by Syndetics

• 1 The significance of negotiation
• 2 Negotiated evaluation in an ESL context
• 3 Negotiating assessment with secondary school pupils
• 4 Introducing negotiation processes: an experiment with creative project work
• 5 "We do what we like": Negotiated classroom work with Hungarian children
• 6 Is a negotiated syllabus feasible within a national curriculum?
• 7 Refining negotiated classroom work in a Spanish secondary school
• 8 Negotiation in tertiary education: clashes with the dominant educational culture
• 9 Syllabus negotiation in a school of nursing
• 10 Negotiating the syllabus: learning needs analysis through pictures
• 11 Reality therapy: using negotiated work in a technical writing class
• 12 Negotiation of outcome: evaluation and revision decisions in the Writing Curriculum
• 13 Learners, practitioners, teachers: diamond spotting and negotiating the role boundaries
• 14 A Process Syllabus in a methodology course: experiences, beliefs, challenges
• 15 Discourse, process and reflection in teacher education
• 16 Negotiation, process, content, and participants' experience in a process syllabus for ELT Professionals
• 17 Negotiation as a participatory dialogue
• 18 The practicalities of negotiation