{'fraction_non_alphanumeric': 0.018458197611292075, 'fraction_numerical': 0.0, 'mean_word_length': 4.948387096774193, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The large work of small schools: Why social studies teachers and educators should care

As we engage our students in social studies topics—whether at the college level or the secondary level—we are charged with promoting habits of mind and thought that produce our country's citizens. If we are doing our jobs, we are insistent about finding ways to connect the democracy in our classrooms with the democracy in our culture, and thus impact the effectiveness of both. In the following auto-ethnographic case study, we map five years of one such effort to make connections through a university/urban school reform project. Two social studies teachers and two social studies professors describe and explore the democratizing elements of this effort and their involvement with it. We have found that changes in structure, curricula, and relationships have been dramatic, and that our own work lives have changed as a result.