Academic literature on the topic '81.29 educational sociology: other'

Agarwal, B. (1992). The gender and environment debate: Lessons from India. Feminist Studies, 18(1), 119-158. https:// doi.org/ 10.2307/ 3178217. Althuser, L. (1971). Ideology and ideological state apparatuses (Notes toward an investigation). Lenin and philosophy, and other essays (B.Brewster, Trans.). Monthly Review Press, 1971. Basha, C. (2017). Tribal land alienation: A sociological analysis. International Journal of Advanced Educational Research, 2(3), 78–81. http:// www.educationjournal.org/archives/2017/vol2/issue3. Berman, T. (1993). Towards an integrative ecofeminist praxis. Canadian Women Studies, 13(3), 15–17. cws.journals.yorku.ca/ index.php/ cws/ article/ viewFile/10402/949. Béteille, A. (1986). The concept of tribe with special reference to India. European Journal of Sociology, 27(2), 296–318. https:// doi.org/ 10.1017/S000397560000463X Bhaskaran. (2004). Mother forest: The unfinished story of C K Janu (N Ravi Shankar, Trans). Kali for Women. Bijoy, C R. (2001). The Adivasis of India – A history of discrimination, conflict and resistance. Indigenous Affairs, Jan, 54-61. https:// www.researchgate.net/publication/295315229. Bose, N. K. (1971). Tribal life in India. National Book Trust. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. Feminist Legal Theory, 1, 139–167. https://doi.org/10.4324/9780429500480-5. Crenshaw, K. (2017). Kimberlé Crenshaw on intersectionality, More than two decades later. Columbia Law School. www.law.columbia.edu/pt-br/news/2017/06/kimberle-crenshaw-intersectionality. Das, V. (2011). Orissa: Mining bauxite, maiming people. Economic & Political Weekly, 38(28). https://www.epw.in/journal/2001/28/commentary/orissa-mining-bauxite-maiming-people.html. Devika, J. (2010). Caregiver vs. citizen? Reflections on ecofeminism from Kerala state, India. Man in India, 89(4), 751–769. http:// www.academia.edu/ Habermas, J. (1974). The public sphere: An encyclopedia article (1964). New German Critique, 3, 49–55. https://doi.org/10.4324/9780367809195-3. Lewis, D. R. (1995). Native Americans and the environment: A survey of twentieth-century issues. American Indian Quarterly, 19(3), 423-450. https://doi.org/10.2307/1185599. Limpangog, C P. (2016) Matrix of domination. The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies, 1–3. https:// doi.org/10.2307/3178217. Mahtab, M. (2018) When the Santhals rebelled. The Daily Star. Retrieved November 25, 2019, from https://www.thedailystar.net/in-focus/when-the-santhals-rebelled-1245196. Merchant, C. (1999). Ecofeminism and feminist theory. Reweaving the World: The Emergence of Ecofeminism, 100-105. Sierra Club Books. Merchant, C. (2014). Earthcare: Women and the environment. Routledge. Oberhauser, A. M., Fluri, J. L., Whitson, R. & Mollet, S. (2018). Feminist spaces: Gender and geography in a global context. Routledge. Ortner, S. (1974). Is female to male as nature is to culture? Woman, Culture, and Society (Michelle Rosaldo and Louise Lamphere, Eds). Stanford University Press. Oskarsson, P. (2018). Adivasi land rights and dispossession. Landlock: Paralysing Dispute over Minerals on Adivasi Land in India, 14, 29–50. www.jstor.org/stable/j.ctv75d8rq.8. Pariyadath, J. (2018). Mayilamma: The life of a tribal eco-warrior. (Swarnalatha Rangarajan and Sreejith Varma, Trans). Orient BlackSwan. Pedersen, K. (1998). Environmentalism in interreligious perspective. Explorations in global ethics. (Sumner Twiss and Bruce Grelle, Eds.). Westview Press. Pulido, L. (1996). Environmentalism and economic justice: Two Chicano struggles in the Southwest. University of Arizona Press. Rangarajan, S, and Varma, S R. (2018). Introduction. Mayilamma: The life of a tribal eco-warrior (pp. xxi-xxxix). Orient BlackSwan. Ranjan, R. (2018). Birsa Munda and his struggle in colonial India. Talking Humanities. Retrieved on November 26, 2019, from https://talkinghumanities.blogs.sas.ac.uk/2018/02/13/birsa-munda-and-his-struggle-in-colonial-india/. Shankar, R. (2004). Translator’s note. Mother Forest: The unfinished story of C K Janu (pp. ix-xii). Kali for Women. Showalter, E. (1981). Feminist criticism in the wilderness. Critical Inquiry, 8(2), 179-205. http://www.jstor.org/stable/1343159. Varma, S. R., & Rangarajan, S. (2018). The politics of land, water and toxins: Reading the life-narratives of three women oikos-carers from Kerala. In D. A. Vakoch & S. Mickey (Eds.) Women and nature?: Beyond dualism in gender, body, and environment (pp. 167–184). Routledge. Vickery, A. (1993). Golden age to separate spheres? A review of the categories and chronology of English women’s history. The Historical Journal, 36(2), 383–414. www.jstor.org/stable/2639654. Warren, K. J. (2000). Ecofeminist philosophy. Rowman & Littlefield Publishers. Williams, R. (1983). Keywords: A vocabulary of culture and society. Oxford University Press. Xaxa, V. (1999). Transformation of tribes in India: Terms of discourse. Economic and Political Weekly, 34(24), 1519–1524. https:// www.jstor.org/stable/4408077.

Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys’ early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys’ lower rates of high school graduation, college enrollment and graduation, and fewer years of schooling completed in adulthood? If so, through what pathways are they linked? I leverage a nationally representative sample of children born in the 1980s to women in their early to mid-20s and followed into adulthood. I use decomposition and path analytic tools to show that boys’ higher average levels of behavior problems at age 4 to 5 years help explain the current gender gap in schooling by age 26 to 29, controlling for other observed early childhood factors. In addition, I find that early behavior problems predict outcomes more for boys than for girls. Early behavior problems matter for adult educational attainment because they tend to predict later behavior problems and lower achievement.

The article examines the problem of broadcasting the communication culture from the system of education toward the labour market. The authors argue that communication model “teacher - student” acts as a matrix for communication model “employee - employer”. In this regard, such a resource as behavioral features of interaction, the communication culture between teacher and student requires special attention. The authors substantiate the thesis that “teacher - student” behavioral model is being reproduced by graduate in the relationship “employee - employer” and reflects “teacher-centric” communication model in the educational process.The authors have carried out a content analysis of the websites of employers in business structures and government organizations. The results confirm a clearly expressed demand for the communication skills of an employee. At the same time, an expert survey of recruiting specialists who assessed the level of communication skills of graduates majoring in economics and management showed a vivid disparity between free use of digital technologies (digital skills) and poor communication skills (soft skills).An analysis of the online questionnaire survey of teachers and students in the field of economics and management of nine Russian universities revealed barriers to the formation of “soft skills” of future graduates: inability to see the interests of the “Other”, the habit of pointing fingers instead of solving problems, the lack of client-oriented skills as well as willingness to take personal responsibility for the results of work. The authors outline the ways of restructuring the patterns of teacher and student behavior, which require them to adopt an educational paradigm based on a model of equal interaction of all participants (stakeholders) of educational process. This model will foster the development and mastering of “soft skills” of the future graduates.

Research indicates that 52% of Black American women will marry by age 30, compared with 81% of White American women. Black women prefer a partner of the same race and one who has the means to provide financial support. However, due to factors that disproportionately affect Black American men, such as incarceration, early death rates, unemployment rates, and lower educational attainment, finding an available Black male partner is challenging. Black women may have a smaller marriage market. To explore how this limited market may be influencing partner selections for Black women, the current study looked at which characteristics heterosexual Black American women seek in an ideal partner, as well as what traits are considered nonnegotiable. Qualitative responses gathered from 128 nonmarried Black American women (ages 18-29, M = 23) who completed an anonymous online survey were analyzed using content analysis. Overall findings indicated that compatibility was the most frequently listed characteristic, not race or financial status. This and other findings are discussed in regard to an expanding perception of heterosexual Black female partner selection habits.

The purpose of this paper is to propose and empirically substantiate modification of SERVPERF instrument. We demonstrate difference in practical realization of SERVQUAL (Perceptions-Minus-Expectations) and modified SERVPERF (Performance-Minus-Expectation) based on qualitative and two quantitative methodological studies carried out at the Faculty of Sociology of Taras Shevchenko National University of Kyiv. We used questionnaire adaptation for higher educational institutes (HEI).The sample size of the quantitative studies (10 persons of 2nd year of education, 10 persons of 3nd year of education, 10 persons of 4th year of Bachelor degree program and 5 persons of 2nd year of Master degree program; every 4th student of each year of education) complies with the used statistical test and the sample size requirements for focus groups. To compare the instruments we used nonparametric Wilcoxon signed rank test imple­men­ted in the statistical programming package R. Our finding is that modified SERVPERF is more convenient for students, smaller and more useful for online surveys. So, the difference in mean values of answer’s levels is mo­re significant between modified SERVPERF and normalized SERVQUAL than between modified SERVPERF and perceptions in SERVQUAL. Although the research has limitation – it is reconnaissance one and made as a one of steps for adaptation and validation of models for service quality measuring in Ukrainian HEI based on survey of Taras Shevchenko National University of Kyiv students, however, the results of this methodological study allow other researchers to conduct representative studies using an adapted questionnaire of SERVQUAL at their universities. This result is important for service quality estimation which is needed for universities to monitor and improve the quality of their services and elaborate marketing strategy now.

This study examined the cognitive processes underlying self–other differences in women’s judgments of sexual victimization risk, as well as individual difference factors associated with those processes. Participants were 518 undergraduate women between the ages of 18 and 24. The majority of the women were either White (47.5%) or Hispanic (31.9%). Stimuli were 81 vignettes depicting social situations varying in degree of sexual victimization risk and potential impact on the woman’s popularity. Participants imagined either themselves (Self condition) or an anonymous undergraduate woman (Other condition) in the situations and classified each as high or low risk. Participants also completed the Sexual Experiences Survey, Sociosexuality Scale, and Rape Myth Acceptance Scale. Participants’ risk judgments were modeled using two-level, logistic regression, which provided participant-specific estimates of sensitivity and threshold parameters. Women in the Other condition, relative to the Self condition, showed lower thresholds for judging situations as risky and greater sensitivity to risk-relevant information when judging risk. Women higher in sociosexuality showed higher thresholds and reduced sensitivity to both risk and popularity impact information when judging risk, while women higher in rape myth acceptance were more sensitive to popularity impact information when judging risk. These findings suggest that self–other differences in sexual victimization risk judgments are due to differences in both sensitivity and threshold. Sexual assault prevention interventions for college women may be improved by addressing these cognitive processes.

The vast differences in summer learning activities among children present a substantial challenge to providing equal educational opportunity in the United States. Most initiatives aimed at reversing summer learning loss focus on school- or center-based programs. This study explores the potential of enabling parents to provide literacy development opportunities at home as a low-cost alternative. We conduct a randomized field trial of a summer text-messaging pilot program for parents focused on promoting literacy skills among first through fourth graders. We find positive effects on reading comprehension among third and fourth graders, with effect sizes of .21 to .29 standard deviations, but no effects for first and second graders. Texts also increased attendance at parent-teacher conferences but not at other school-related activities. Evidence to inform future efforts to reverse summer learning loss is provided by parents’ responses to a follow-up survey.

Since the first Confucius Institute was set up by the Chinese government for the promotion of Chinese language and culture overseas in 2004, the development of Confucius Institutes has become exponentially increasing. Currently, there are 29 Confucius Institutes in the United Kingdom among over 500 Confucius Institutes abroad; meanwhile, the activities of the British Council in China also became popular as one of the central paradigms for educational communication between China and the United Kingdom. Although there have been several studies on Confucius Institutes and British Council, respectively, little research exists about them from the international comparative perspective, with regard to both of them being cultural institutes abroad and the establishment of Confucius Institutes benefitting from the United Kingdom’s experience in promoting its national languages and culture. This article aims to discover the general similarities and differences between Confucius Institutes and the British Council in three aspects: the organisation structures and culture diffusion models, the language teaching and learning resources and activities, and the cooperation that the two institutes have with the other organisations.

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities. Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development References: Abry, T. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 11. Algozzine, B., Babb, J., Algozzine, K., Mraz, M., Kissel, B., Spano, S., & Foxworth, K. (2011). Classroom Effects of an Early Childhood Educator Professional Development Partnership. NHSA Dialog, 14(4), 246–262. https://doi.org/10.1080/15240754.2011.613125 Anders, Y. (2015). Literature Review on Pedagogy. 62. Ary, D., Jacobs, L. C., Razavieh, A., & Ary, D. (2010). Introduction to research in education (8th ed). Wadsworth. Bukoye, R. O. (2019). Utilization of Instruction Materials as Tools for Effective Academic Performance of Students: Implications for Counselling. Proceedings, 2(21), 1395. https://doi.org/10.3390/proceedings2211395 Choo, K. K. (2010). The Shaping of Childcare and Preschool Education in Singapore: From Separatism to Collaboration. 4, 12. Driscoll, K. C., & Pianta, R. C. (2010). Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships. 29. ECE – TPEs and CAPEs. (2019). California Early Childhood Education Teaching and Administrator Performance Expectations. Commission on Teacher Credentialing. Eggum-Wilkens, N. D. (2014). Playing with others: Head Start children’s peer play and relations with kindergarten school competence. Early Childhood Research Quarterly, 12. Goodfellow, J. (2001). Wise Practice: The Need to Move beyond Best Practice in Early Childhood Education. Australasian Journal of Early Childhood, 26(3), 1–6. https://doi.org/10.1177/183693910102600302 Guskey, T. R. (2001). Helping Standards Make the GRADE. 10. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Han, J., Luo, X., & Luo, H. (2021). Development and Validation of Preschool Teachers’ Caring Behaviour Questionnaire and Its Internal Mechanism with Work Performance. Open Journal of Social Sciences, 25. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7 Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M.-L. (2013). ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394 Hedges, H., & Cooper, M. (2016). Inquiring minds: Theorizing children’s interests. Journal of Curriculum Studies, 48(3), 303–322. https://doi.org/10.1080/00220272.2015.1109711 Hughes, A., & Menmuir, J. (2002). Being a Student on a Part-time Early Years Degree. Early Years, 22(2), 147–161. https://doi.org/10.1080/09575140220151486 Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing. Child & Youth Care Forum, 45(3), 451–465. https://doi.org/10.1007/s10566-015-9338-6 Ishimine, K., Tayler, C., & Bennett, J. (2010). Quality and Early Childhood Education and Care: A Policy Initiative for the 21st Century. International Journal of Child Care and Education Policy, 4(2), 67–80. https://doi.org/10.1007/2288-6729-4-2-67 Katz, L. G. (2015). Distinctions between academic versus intellectual goals for young children. 4. Kim, K. (2018). Early childhood teachers’ work and technology in an era of assessment. 14. https://doi.org/10.1080/1350293X.2018.1533709 Molla, T., & Nolan, A. (2019). Identifying professional functionings of early childhood educators. Professional Development in Education, 45(4), 551–566. https://doi.org/10.1080/19415257.2018.1449006 Moyles, J. (2001). Passion, Paradox and Professionalism in Early Years Education. Early Years, 21(2), 81–95. https://doi.org/10.1080/09575140124792 Nolan, A., & Molla, T. (2018). Teacher professional learning as a social practice: An Australian case. International Studies in Sociology of Education, 27(4), 352–374. https://doi.org/10.1080/09620214.2017.1321968 Oberhuemer, P. (2005). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 13(1), 5–16. https://doi.org/10.1080/13502930585209521 Osgood, J. (2004). Time to Get Down to Business?: The Responses of Early Years Practitioners to Entrepreneurial Approaches to Professionalism. Journal of Early Childhood Research, 2(1), 5–24. https://doi.org/10.1177/1476718X0421001 Osgood, J. (2007). Professionalism and performativity: The feminist challenge facing early years practitioners. 14. https://doi.org/doi: 10.1080/09575140600759997. Osgood, J. (2009). Childcare workforce reform in England and ‘the early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. https://doi.org/10.1080/02680930903244557 Pianta, R. C. (2016). Teacher–Student Interactions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 8. https://doi.org/DOI: 10.1177/2372732215622457 Piotrkowski, C. S., Botsko, M., & Matthews, E. (2001). Parents’ and Teachers’ Beliefs About Children’s School Readiness in a High-Need Community. 22. Rodgers, C. R., & Raider‐Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12(3), 265–287. https://doi.org/10.1080/13450600500467548 Sheridan, S. M., Edwards, C. P., & Marvin, C. A. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. 26. Thomas, D., & Brown, J. S. (2011). Cultivating the Imagination for A World of Constant Change. 37. Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. https://doi.org/10.1080/13502930802141584 Vartiainen, H., Leinonen, T., & Nissinen, S. (2019). Connected learning with media tools in kindergarten: An illustrative case. Educational Media International, 56(3), 233–249. https://doi.org/10.1080/09523987.2019.1669877 Walker, A., & Qian, H. (2018). Exploring the Mysteries of School Success in Shanghai. 17. Wall, S., litjens, I., & Miho, T. (2015). Early Childhood Education and Care Pedagogy Review. OECD Publishing. www.oecd.org/edu/earlychildhood

The article was prepared on the basis of a field study conducted at Udmurt State University within the “Transitive University in the Context of Global, National and Regional Challenges” Project. The article presents the results of a survey of employers on assessment the quality of training of graduates. The study focused on identifying criteria and channels for staff selection, as well as existing forms of cooperation between organizations of Udmurtia and educational institutions. The aim of the study was to clarify the role and place of Udmurt State University in the personnel training in the region. The research method was online questioning, the sample was spontaneous, the number of organizations was 192. The results of the study revealed a rather mixed picture. On the one hand, it is obvious that in general in Udmurtia organizations, rather low assessments of the quality of specialist training at Udmurt State University prevail, since most of the average grades are below 4 points. On the other hand, methods of cooperation with universities are formal and confined to organizing diploma / undergraduate practice and hiring young specialists. The low interest of employers in financing the development of new technologies and training of personnel is also obvious. In the vast majority of cases, enterprises want to get ready-made employees for their current needs without an agreed resource-consuming and long-term cooperation. Channels of communication and coordinated interaction on a long-term basis between the university and employers are most common either absent or are assessed as formal and episodic. Here, several significant reasons can be singled out such as insufficient financial resources of small organizations for working with universities; lack of time or desire on the part of organizations; lack of resources at the university for the implementation of the order; focus on “traditional industries” in the Udmurt Republic while neglecting the needs of the innovative potential development in the region. This results in the persistence of the employers' practice of “self-education in the workplace.”