A successful classroom filled with learners is also a classroom that thrives off of my engaged and self-differentiating style of teaching.  I believe that students learn best when they have bought into the material themselves, and see the worth and value in their learning.  This can happen by creating units that are interactive, kinesthetic, and engaging that ultimately allow students a deeper and more interesting connection to the material that then becomes an honest connection between the student and the material being engaged with rather than a forced relationship that breeds resentment between student and material.  Curriculum with engaged learners can self-differentiate as well, allowing students of high and low levels to reach their maximum potential learning goals all while allowing students to still participate in class activities, thus maintaining the essential value of a classroom community that thrives off of the knowledge of the whole.  

Statement of Research Building from empirical specifics of eight case studies from various countries, which will be chosen keeping in mind contextual diversity and institutional maturity, this study will use an analytical framework to address the following questions;RQ1: How do processes of signification, legitimation and domination in ICT-mediated citizen engagement give rise to new governance regimes?RQ2: Under what conditions can ICT mediated citizen engagement support and promote democratic governance?In addition, the study will attempt to develop an index on Transformative Citizen Engagement to evaluate the impact of citizen engagement on democratic governance, testing its efficacy. It will attempt to explain changes to governance systems and develop a layered index (tentatively, Transformative Citizen Engagement Index) that will be tested to evaluate the impact of citizen engagement on democratic governance.