We are proudly a Ukrainian website. Our country was attacked by Russian Armed Forces on Feb. 24, 2022.
You can support the Ukrainian Army by following the link: https://u24.gov.ua/.
Even the smallest donation is hugely appreciated!
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Sociology, Theory and Methods|Education, Special|Education, Secondary" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Sociology, Theory and Methods|Education, Special|Education, Secondary":
1
Munkhbat, Orolmaa, Taegshaee Bouraenjargaal und Dashzaewaeg Moonkhtoor. „Sociology of education: multi-shift schooling in Ulaanbaatar“. VESTNIK INSTITUTA SOTZIOLOGII 29, Nr. 2 (2019): 107–24. http://dx.doi.org/10.19181/vis.2019.29.2.579.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This article analyzes multi-shift schooling and its effect on the quality of education in the city of Ulaanbaatar in Mongolia. Highlighted are the features, advantages and shortcomings of multi-shift schooling, achievements of middle-school pupils, satisfaction of parents and pupils with the quality and accessibility of education. Also evaluated are opinions on multi-shift schooling. After the downfall of socialism and a transition towards a free market, multiple migratory flows from provinces to the country’s capital city have led to a specific increase of the population, and as a result of government policy to admit all 6-year old children into schools, as well as an increased strain on account of transitioning from a 10-year education system to a new 12-year one, schools have encountered a lack of funds, as well as a shortage of teachers and equipment. In an attempt to solve these issues, some schools have increased the amount of pupils attending one class to 45 or more, while also instituting a third shift, which has become common practice among many of Ulaanbaatar’s middle-schools. Within the framework of a 2016 research project, the Mongolian State University’s department of sociology and social work has conducted research and evaluated the multi-shift schooling system, while utilizing various research methods (survey, interview, observation, content analysis). Under the guise of a study called “Multiple shifts in Ulaanbaatar’s secondary schools and the quality of education”, conducted in 2016-2017, scientific approaches were used such as structural functionalism, phenomenology and exchange theory in order to analyze qualitative and quantitative data. A multi-shift schooling system, especially one with three shifts, creates some serious problems. Based on our research, the main parties concerned (teachers, parents and pupils) for the most part see it as detrimental to the quality of education, and as a liability when it comes to pupils’ opportunity to enroll into the highest tier universities, given that those who go to schools working three shifts receive 20% less learning hours compared to schools working two shifts. Three shifts were introduced mainly in schools attended by children from vulnerable social groups. Such a practice creates social discrimination and violates children’s rights to an equal and quality education. 17.9% of respondents who took part in our study receive an income of less than 185,000 tugriks a month (which is less than 80 USD), while 5.4% have no income at all. A three shift system of schooling has a negative effect on health and safety in the school environment, with an increase in the disease rate among children and the number of absences.
2
Aparicio, Miriam. „Expectations, Satisfaction and Professional Achievement. An Analysis of their Relation in light of a New Systemic Paradigm: The Three- Dimensional Spiral of Sense“. European Journal of Social Sciences Education and Research 9, Nr. 2 (21.01.2017): 54. http://dx.doi.org/10.26417/ejser.v9i2.p54-60.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This research has been done in the field of Education, Sociology and Social and Organizational Psychology. Issues are taken up from two research studies carried out with researchers and PhDs from different disciplinary fields and national contexts. The relationship between Expectations, levels of Satisfaction and Professional Achievement are analyzed in light of different theories: Expectancy-Valence, Attributional theories, Education theories such as Consumption or Investment / Human Capital and the theory of Anomy. The methodology utilized was quantitative-qualitative: two questionnaires, one semi-structured survey including open phrases which allowed actors to speak freely, one interview and, in the case of the French-Argentine research with PhDs, a special qualitative technique was applied: hierarchical evocation. This allowed us to determine which aspects related to professional pathways (objective and subjective) formed part of the “core” of social or shared representations and which were secondary aspects at the periphery of said core. Our findings show non-linear relationships between study variables – Expectations, Satisfaction and Achievement – and self-sustained interplay along three levels: micro individual, meso organizational and macro social. These are interpreted in light of a new systemic paradigm in human and social sciences, a paradigm which the author defines as “The Three-Dimensional Spiral of Sense”.
3
Tam, May, und Chung Yan Ip. „Experience and coping of employment risks in Hong Kong“. International Journal of Sociology and Social Policy 37, Nr. 3/4 (11.04.2017): 166–85. http://dx.doi.org/10.1108/ijssp-08-2015-0088.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
Purpose The purpose of this paper is to use the case of Hong Kong to assess the equalisation and individualization claim of the risk society approach to studying experience and coping of employment risks. Design/methodology/approach Two types of survey data are used: quarterly official surveys from the year of 1993 to 2008 and a cross-sectional territory-wide representative telephone survey conducted in 2009. Findings The findings show that contrary to the equalisation claim, experiences of employment risks have continued to concentrate on disadvantaged groups: unskilled manual workers and those with education levels below lower secondary school had continuously fared worse than professionals, managers and university degree holders. These disadvantaged groups were also not particularly proactive in adopting either capital-based or work-related coping methods when they encountered unemployment. Research limitations/implications The lack of trend data to examine the use of different coping means is one of the main drawbacks of the current study. The study carries important theoretical implications. Practical implications Policy implications for the government to provide more comprehensive and proactive employment-related support measures and further expansion of university education. Originality/value This paper examines the case of Hong Kong so as to extend the empirical assessment of the risk society approach beyond the Anglo-Saxon context to mature Asian economies. The study further shows that we need to go beyond the secular trend globalisation which the risk society theory emphasises. Historical factors and business-government-labour power relations are critical factors that shape the policies and institutions of labour market regulations and welfare provision in the local context
4
Vezzoni, Cristiano. „Secondary analysis in the social sciences and its relation to futures studies“. On the Horizon 23, Nr. 2 (11.05.2015): 128–39. http://dx.doi.org/10.1108/oth-02-2015-0006.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
Purpose – The purpose of this paper is to show the importance of secondary analysis to social sciences and to futures studies, both for research and teaching purposes. Design/methodology/approach – An illustration of the main characteristics of secondary analysis, presenting it as a theory-driven activity where the definition of the research design plays a fundamental role. Findings – This paper extends the secondary analysis approach to the study of the future. The utility of secondary analysis for futures studies is illustrated by means of the presentation of two examples developed in the field of the sociology of religion. Originality/value – The results are useful for those who want to develop sound and robust approaches to the study of social change, taking into consideration the simulation of possible future scenarios.
5
Smith, Anne. „Children and Young People's Participation Rights in Education“. International Journal of Children's Rights 15, Nr. 1 (2007): 147–64. http://dx.doi.org/10.1163/092755607x181739.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
AbstractThe paper outlines a new orientation towards constructing childhood arising out of children's rights discourse, sociology of childhood and sociocultural theory. Children have traditionally lacked voice and visibility, but slowly a recognition of children's role as social actors who are active co-constructors of meaning and "experts" on childhood is emerging. The paper looks at how the childhood studies paradigm highlights the importance of participation rights for children and young people. The paper describes how these theoretical paradigms are being reflected in educational policy and practice. It analyses examples of research and practice on how children are encouraged and supported to be active participants and social actors in their early childhood, primary and secondary education settings. The paper argues that having participation rights and being a citizen are part of an ongoing learning process, and that what happens in educational settings give meaning to children's understanding of what it is to be an active and involved citizen.This paper examines the application of the new paradigm of 'children's studies' to the development of policy and practice relating to children's participation rights in education. Theory and research is used to develop a framework for the principles of effective participation, and then an example at each level (early childhood, primary and secondary) of how these principles have been put into practice in education analysed.
6
Molina-Mula, Jesús, Julia Gallo-Estrada und Alexandre Miquel-Novajra. „Attitudes and beliefs of Spanish families regarding their family members aged 75 years and over who live alone: a qualitative study“. BMJ Open 9, Nr. 4 (April 2019): e025547. http://dx.doi.org/10.1136/bmjopen-2018-025547.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
ObjectiveThis study aimed to assess the attitudes and beliefs of Spanish families regarding their elderly family members aged 75 years and over who live alone, with consideration of gender and educational differences among the family members.MethodsThis qualitative study was based on the critical social paradigm, the theory of constructivist structuralism and Bourdieu’s theory of sociology of action. Four discussion groups were created with the following distribution of family members based on their gender and educational level: women with higher education, women with basic or secondary education, men with higher education and men with basic or secondary education. Participants were selected using purposive and snowball sampling. Announcements inviting voluntary participation were posted at primary health care facilities, social centres and neighbourhood associations in Mallorca, Spain.ResultsAnalyses of the group discussions and a field journal revealed that families believe that elderly individuals prefer to live alone to retain their freedom and individual identities.ConclusionsFamilies held two main views regarding elderly individuals living alone: a more traditional one in which elderly care is considered a moral duty associated with women, and a more modern view in which elderly care is considered a personal option that can be delegated. Sociomedical resources were considered insufficient and not easily accessible.
7
Panchenko, Liubov, und Nataliia Samovilova. „Secondary data analysis in educational research: opportunities for PhD students“. SHS Web of Conferences 75 (2020): 04005. http://dx.doi.org/10.1051/shsconf/20207504005.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
The article discusses the problem of using secondary data analysis (SDA) in educational research. The definitions of the SDA are analyzed; the statistics of journals articles with secondary data analysis in the field of sociology, social work and education is discussed; the dynamics of articles with data in the Journal of Peace Research 1988 to 2018 is conducted; the papers of Ukrainian conference “Implementation of European Standards in Ukrainian Educational Research” (2019) are analyzed. The problems of PhD student training to use secondary data analysis in their dissertation are discussed: the sources of secondary data analysis in the education field for Ukrainian PhD students are proposed, and the model of training of Ukrainian PhD students in the field of secondary data analysis is offered. This model consists of three components: theory component includes the theoretic basic of secondary data analysis; practice component contains the examples and tasks of using SDA in educational research with statistics software and Internet tools; the third component is PhD student support in the process of their thesis writing.
8
Holfelder, Anne-Katrin. „Implicit Knowledge in the Context of Education for Sustainable Development: Students’ Orientations Towards Sustainability-Related Topics“. Journal of Education for Sustainable Development 14, Nr. 1 (März 2020): 20–40. http://dx.doi.org/10.1177/0973408220934646.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This study argues from a sociology of knowledge perspective which considers implicit knowledge as the basis for orientation towards a certain topic. Reconstructing this type of knowledge can help to better understand the learner’s perspective. Implicit knowledge originates from shared experiences. It therefore indirectly provides information about the experiences of learners. In this study, implicit knowledge (orientations) regarding sustainability-related topics was reconstructed from open group discussions with upper secondary-level students from Germany. Three main orientations are presented in this article: the orientation based on a predetermined future of the world, the orientation based on conformity and the orientation based on knowledge and awareness. The findings are discussed with regard to the shared experiences of the students and in terms of their implications for the practice and theory of education for sustainable development.
9
Carroll, Christine. „‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms“. British Journal of Music Education 36, Nr. 02 (Juli 2019): 155–71. http://dx.doi.org/10.1017/s0265051719000196.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
AbstractThis article examines curriculum and practice in Australian secondary classroom music education, in order to trace the inclusion of, and provision for, students with learning orientations based on popular music forms. A 60-year period of curriculum reform, matriculation statistics and literature is surveyed with a focus on the state of New South Wales (NSW), where the ‘non-literate’ student musician was first acknowledged in curriculum documents dating from the late 1970s at the senior secondary level (Music Syllabus Year 11 and 12: New 2 Unit A Course. Draft Document). Three overlapping eras frame discussion. The first discusses the original post–World War II school curriculum established for Western art music (WAM); the second discusses the period of curriculum reform beginning in the 1960s and 1970s, which leads to the inclusion of popular music at junior secondary levels; and the third is the present era from roughly 1980 onwards, where separate pathways of instruction are maintained for WAM and students with interests in popular and contemporary musics. Legitimation Code Theory (LCT) from the sociology of education is employed, with analysis unveiling a series of historic code shifts and clashes with implications for present practice. An unveiling of these codes explains the cause of ongoing tensions surrounding the inclusion of popular music and musicians in Australian music classrooms and provides foundation for much-needed curriculum development in the NSW context, and potentially elsewhere, where similar dynamics underpin practice in secondary classrooms.
10
Smith, Angèle, und Nicole Power. „INTRODUCTION TO SPECIAL ISSUE: YOUTH TRANSITIONS TO EDUCATION AND EMPLOYMENT: A MOBILITIES PERSPECTIVE“. International Journal of Child, Youth and Family Studies 12, Nr. 2 (07.07.2021): 1–11. http://dx.doi.org/10.18357/ijcyfs122202120230.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This special issue focuses on the geographical and spatialized mobilities related to youth transitions to post-secondary education and employment. The “mobility turn” in social sciences in the last decade recognizes that life is increasingly organized and shaped by mobilities (and immobilities) across varying spatial and temporal scales. Yet these mobilities have only recently been examined and theorized as central to understanding the complexity and diversity of young people’s experiences. The collection of articles in this special issue presents a multiplicity of young people’s relationships to mobilities, particularly as they pursue post-secondary education and employment. The papers are concerned with: (a) the motivations for and expectations of imagined mobility (the innumerable reasons why youth choose, or are compelled, to move or stay), whether focused on the outmigration or inmigration of mobile youth; (b) the lived experiences that youth have in their mobility practices (focusing on multistranded relationships between places of origin and destination, or recognizing the temporality of that mobility); and (c) the value that these youth mobility studies have for policy issues and policy recommendations. The papers in this issue are case studies concerned with youth mobility prior to the COVID-19 pandemic. They use qualitative and quantitative methods, representing inter- and cross-disciplinary approaches from anthropology, sociology, education, communication, and rural development studies. They derive from a collaboration through the On the Move Partnership, an 8-year interdisciplinary research initiative with a key focus on young people’s employment- and education-related geographical mobilities in Canada.
Die Auswahlen zum Thema "Sociology, Theory and Methods|Education, Special|Education, Secondary" für konkrete Quellenarten können Sie auch interessieren:
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2
Koebley, Sarah Cotton. „Dimensions of social capital among high school mathematics teachers“. Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618879.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, situated in an urban setting, was able to define issues around trust and structure within their network. There was significantly less discussion or acknowledgement of the remaining dimensions of social capital: level of professional expertise within their group, and the depth or content of their professional interactions. Teachers had no vocabulary, interactional routines, norms or other tools to assist in the analysis of these key social capital resources.
The study found that there is a need for an additional dimension to be included in existing social capital models. Defined as “Group Self-Knowledge”, I describe this construct as a way for teacher networks to detect, define and assess their own capacity for change and innovation. The ability of a network to assess its social capital is described as necessary in determining specific needs for professional development resources, and in aligning those needs with the resources (physical, human or social capital) that are most likely to lead to conditions in which a network could learn, adapt, grow and change. Social capital models offer constructs which can assist in social capital analysis, and which could lead to significant impacts on educational organizations: a "systems" view that privileges the knowledge of the group and disrupts teachers' tendency towards individualism, presentism and conservatism (Lortie, 1975); an expectation of professionalism, creativity and problem-solving from the teachers within the system; a shift away from a deficit model of teaching towards a vision of educational systems as collections of assets; and an educational model that operates from a standpoint of reinvestment and re-cycling of vital resources back into itself.
3
Eutz, Robin J. „The experiences of Recovery High School students| Using empirical phenomenology to garner knowledge“. Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631236.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
The purpose of this qualitative phenomenological, epoche study was to explore the lived experiences of seniors who attended a Recovery High School and the phenomenon associated with transitioning from high school. No studies have been conducted on the lived experiences of seniors who attended Recovery High Schools. Data collection included three interview sessions. Participants of the study reviewed their final response before analyses began. The results of the study contributed scientifically by providing data of Recovery High Schools as alternatives and post continuum care resources for adolescences and young people who suffer with substance abuse disorders.
4
Mortimer, Anthony D. „Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students“. UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.
5
Free, Jennifer Lynelle. „Inherently Undesirable: American Identity and the Role of Negative Eugenics in the Education of Visually Impaired and Blind Students in Ohio, 1870-1930“. University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353009941.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6
Byrd-Poller, Lynda D. „Exploring the Relationship between Role Conflict, Role Ambiguity and General Perceived Self-Efficacy| A Quantitative Study of Secondary Assistant Principals“. Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557489.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
Assistant principals enact a plethora of work roles within their single position. They are required to manage multiple work roles with constant contradictions of role expectations. The position of assistant principal "is acknowledged to be an important actor on the school scene despite the rather limited attention given to that role by educational researchers, administrator preparation programs, and professional associations" (Greenfield, 1985, p.7). This study explored the role conflict and role ambiguity assistant principals face in their multiple work roles and the relationship these variables have to the secondary assistant principal's general perceived self-efficacy. A social theoretical lens was used to examine identity theory and self-concept in order to gain insight into the paradoxical nature of the interrole conflict and role ambiguity of secondary assistant principals in two regions of Virginia's public schools. Role conflict (RC) and role ambiguity (RA) were measured using the Rizzo, House, and Lirtzman (1970) scale. The General Self-Efficacy (GSE) scale developed by Schwarzer and Jerusalem (1995) was used the collect data on the general perceived self-efficacy of assistant principals. The data indicated that there was a significant relationship between role ambiguity and general self-efficacy; there was not a significant relationship between role conflict and general self-efficacy; and that neither role ambiguity nor role conflict were predictive of general self-efficacy.
Keywords: role conflict, role ambiguity, general self-efficacy, secondary assistant principals, role theory.
7
Gross, Christine D. „Faces in the mirror: Exploring conflict styles of adults in school communities using the face -negotiation theory“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/705.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This correlation study focused on the lack of understanding of the relationship between social self-image "face" and conflict styles among adult employees on school campuses. An individual's social self-image may involve concerns for the social representation of oneself, another individual, or a relationship. Limited research pertaining to the degree face concerns affect conflict styles within school communities is a problem for school administrators because conflict styles can influence conflict outcomes and impact workplace quality on school campuses. This study relied on Ting-Toomey's face-negotiation theory, which proposes that individuals prefer conflict styles based upon face concerns. Research questions explored correlations between self-face, other-face, and mutual-face concerns with dominating, emotional expressive, neglect, integrating, obliging, compromising, third-party help, and avoiding conflict styles. The sample consisted of 192 adults employed on 3 school campuses located in a large metropolitan region in the western region of the United States. Participants completed a survey by recalling a conflict with an adult coworker. Participants responded to items measuring social self-image and behavioral responses to conflict. Results were analyzed using multiple regression tests. Findings suggest that preferences for conflict styles were very different in the presence of self-face than in the presence of other-face and mutual-face, and face-concerns were either weak predictors or nonpredictors for avoiding and third-party help. This study has the potential to enhance workplace quality on school campuses in that it suggests mutual-face concerns for relationships associate with cooperative conflict styles that tend to promote constructive conflict outcomes.
8
Escalante, Samuel. „When Does Race Matter in Music Education?: An Exploration of Race, Racial Hegemony, and Predominantly Latinx Secondary Music Programs through the Theory of Racial Formation“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609151/.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
Latinx students are underrepresented among high school music students in the United States, nationally. However, localized demographics in some parts of the country reveal secondary music programs that are comprised nearly entirely of Latinx students. Still, the experiences of such a large and racially marginalized population as Latinx students remain under-researched in the field of music education. To explore how Latinx racial identity may inform the experiences of Latinx music students and their music teachers, I conducted a post-qualitative study of students and teachers in music classes at large secondary schools in which the Latinx population is 95 percent or more. Data were collected through in-depth, semi-structured interviews with music students and their teachers. To guide my thinking on the role of race in the lives of the participants, I incorporated Omi and Winant's (2015) theory of racial formation throughout the data analysis. Overall findings indicated that race informs much of the experiences of the participants in varying, sometimes subtle ways. Through racism, racial resistance, the formation of racial identity, and the incorporation of both colorblind ideology and race consciousness, the participants provided nuance as to how we may regard the role and significance of race in music education. Implications for developing a racial-justice-oriented paradigm in music education are also discussed.
9
Werner, Lena. „It's who you know and what you know : exploring the relationship between education and prejudice in adolescence“. Licentiate thesis, Umeå universitet, Sociologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-158134.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
Background: Previous studies have consistently identified an association between higher levels of education and lower levels of anti-immigrant sentiment, but the underlying reasons for this relationship remain unclear. Therefore, this research aims to help explain why education matters for attitudes toward immigrants. This thesis consists of two studies, where in I examine the role of two features of education, specifically the aquistition of knowledge and social relationships. In the first study, I analyze how two aspects of teaching in schools are associated with anti-immigrant sentiment. I examine education as a means to knowledge by investigating whether the content of education, such as critical thinking and multicultural education, is inversely related to students' prejudice. I also look into the certification of teachers and whether this has a similar effect. In the second study, I investigate the school as an arena for social interaction and examine the relationship between outgroup contact and prejudiced attitudes. Previous research has found that outgroup contact, especially contact in the form of outgroup friendship, is effective in reducing prejudice. Based on these previous findings, I study how the Secondary Transfer Effect (STE) of friendship with a specific outgroup member is associated with attitudes towards other ethnic or racial groups. Method: The two studies rely on a cross-sectional survey of Swedish high school students (aged 16-18) administered by 'Forum för levande historia' (Forum for living history) and Statistics Sweden during the 2009-2010 academic year. Additionally, survey participants' responses are matched to registry data. This thesis also uses multilevel (MLM) and ordinary least squares (OLS) regression models. Results: Results show that both aspects of education are correlated with lower levels of anti-immigrant sentiment. The first study, in which education is a means to knowledge, demonstrates that education focused on critical thinking and multiculturalism are negatively correlated with anti-immigrant sentiment. Furthermore, results show that more exposure to teachings about xenophobia and racism is associated with less prejudice. However, when controlling for exposure to critical thinking, as well as learning about religions and cultures, the results show that exposure to learning about xenophobia and racism are no longer significant. Moreover, there is a negative association between exposure to teachers with a teaching certification or teaching degree and prejudice. Results from the second study, in which the school functions as an arena for social interaction, shows that positive attitudes associated with intergroup friendship not only generalize to the ethnic outgroup of that friend but, more importantly, also to other secondary outgroups. STEs are most frequently found where boundaries between ingroups and outgroups are perceived to be the thickest. Thus, the presence of STEs appears to be group-specific. Previous research on perceived social distance in Sweden and other countries help shed light on these findings. In summary, the results of this thesis provide evidence of two different complimentary accounts of the negative relationship between education and prejudice.
10
Ozar, Ryan H. „Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.
Bücher zum Thema "Sociology, Theory and Methods|Education, Special|Education, Secondary":
1
Hossler, Don. Going to college: How social, economic, and educational factors influence the decisions students make. Baltimore, Md: Johns Hopkins University Press, 1999.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3
Hossler, Don, Jack Schmit und Nick Vesper. Going to College: How Social, Economic, and Educational Factors Influence the Decisions Students Make. The Johns Hopkins University Press, 1998.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4
Hossler, Don, Jack Schmit und Nick Vesper. Going to College: How Social, Economic, and Educational Factors Influence the Decisions Students Make. The Johns Hopkins University Press, 1998.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Buchteile zum Thema "Sociology, Theory and Methods|Education, Special|Education, Secondary":
1
Ermolaeva, Yuliya V., Elena Y. Ivanova, Elena M. Kolesnikova, Valeriy A. Mansurov, Anna V. Semenova, Irina A. Streltsova, Elena A. Shatrova, Olesya V. Yurchenko und Pavel S. Yuryev. „Professionalization Processes in the Context of Modernization of the Social Structure of Russian Society“. In Russia in Reform: Year-Book [collection of scientific articles], 80–104. Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, Moscow, Russian Federation, 2020. http://dx.doi.org/10.19181/ezheg.2020.4.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
The object of abcomprehensive interdisciplinary research (Sociology, Economics, History, Psychology, Pedagogy, Management, Law, etc.) is about study the problems of social adaptation and functioning of various professional groups in the process of modernizing the social structure of Russian society and impact of social processes on their viability. The relevance of the research is due to the rapidly changing and increasingly complex processes of forming the professional structure of Russian society under the influence of external factors (instability of the world socio-political systems, the crisis of the world economy, the prospects for resolving contradictions between global and national ways of development of States, Informatization and digitalization of social communications, the increase in conflicts of interests between subjects of the labor process) and internal factors (features of the modern national labor market, disproportionality of the distribution of productive forces on the territory of Russia, demographic problems; changes in the motivational vector of the choice of professional trajectory of young people, ineffective reform of the system of secondary and higher education). The work carried out in 2019 is devoted to the study of changes in status positions and the implementation of cultural, political and educational capital by representatives of the engineering, pedagogical, medical community, environmentalists and online specialists in the context of changes in the social structure of abmodernizing society. The most significant areas of activity were: assessment of the quality and prospective role of engineering education as abtechnological basis for the effectiveness of modernization processes in the economy; considering proforientation events as part of government policy in abperspective of staffing modernization processes; analysis of the role of Informatization of computerization and digitalization as the realities of the developing information society, shaping new relations of production and specifics of communication in society at all stages of formation or extinction of occupational groups. The results of the research deserve the attention of specialists who study the social structure of society, can be useful for preparing abcourse of lectures on the sociology of professions and professional groups, as well as for managers at various levels involved in education, labor relations and information technology.
Konferenzberichte zum Thema "Sociology, Theory and Methods|Education, Special|Education, Secondary":
1
Kononenko, A. V., Y. S. Borisova und V. V. Selezneva. „THEORY AND METHODS OF PHYSICAL EDUCATION“. In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/24.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
The article presents the results of a study to identify aspects of training various groups of the population to study the theory and methodology of physical education. The prepared study showed the nuances that should certainly be taken into account when conducting systematic physical exercise classes for preschool institutions, educational schools, secondary special and higher institutions, and medical institutions. The results obtained make it possible to speak about the importance of a deep and thorough study of the theory and methodology of physical education.
2
Fonseca, Jaime. „Can We Reduce Students’ Negative Attitude Towards Math?“ In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
