Collaborative Rule-Making and Citizenship Education: An Antidote to the Undemocratic Hidden Curriculum

Abstract

This article, which is based on questionnaires, interviews, and reports from more than 250 teachers and administrators, outlines the features of most school codes of conduct and their negative consequences. The questionnaires were completed at a Massachusetts Principals' Institute on March 16, 1995 by 58 elementary, 21 middle/junior high, and 22