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Journal articles on the topic 'Educational sociology. Students'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Dean, Paul, and Claudia Kelly. "Educational Travel for First-Generation Students." Teaching Sociology 48, no. 4 (2020): 341–52. http://dx.doi.org/10.1177/0092055x20952826.

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Research on educational travel has shown significant student outcomes for personal, academic, and professional growth. However, there are financial and cultural barriers that make it harder for some groups of students to participate in programs such as study abroad and shorter-term educational travel. This article examines the unique challenges and opportunities for first-generation and low-income students in these programs. It analyzes a short-term (10-day) educational travel group of exclusively first-generation participants, including three students, a faculty member, and an administrator,

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Zalysin, I. Yu. "FEATURES OF TEACHING SOCIOLOGY TO STUDENTS OF NON-HUMANITARIAN UNIVERSITIES." Vestnik scientific and methodological council in environmental engineering and water management, no. 19 (2020): 28–34. http://dx.doi.org/10.26897/2618-8732-2020-28-34.

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The article analyzes the place of the discipline "Sociology" in the system of social and humanitarian sciences taught to bachelors of non-humanitarian universities. It shows its importance in the educational pro-cess, the main goals and objectives of training, the knowledge, skills and abilities formed. The method of studying the main sections and topics, the most important categories of the discipline, is considered. Tests and assignments are attached that can be used to conduct midterm and final certification. Particular attention is paid to the problem of preparing abstracts in sociology.

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Chykina, Volha. "Educational Expectations of Immigrant Students: Does Tracking Matter?" Sociological Perspectives 62, no. 3 (2019): 366–82. http://dx.doi.org/10.1177/0731121419828397.

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Immigrants are known to have high expectations to matriculate into college and achieve a college degree. Yet the majority of the studies that examine the educational expectations of immigrant youth focus only on one country. Furthermore, researchers have not yet examined whether the high educational expectations of immigrants are promoted or hampered by the characteristics of educational systems in immigrants’ host countries. This paper examines the relationship between one such feature, tracking, and the educational expectations of immigrant youth in Europe. It shows that cross-nationally, im

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Holm, Anders, Anders Hjorth-Trolle, and Mads Meier Jæger. "Signals, Educational Decision-Making, and Inequality." European Sociological Review 35, no. 4 (2019): 447–60. http://dx.doi.org/10.1093/esr/jcz010.

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Abstract We propose a model of educational decision-making based on rational choice theory in which students use signals about academic ability to make inference about the costs and benefits of different educational options. Our model is simple, extends ideas from previous models, and has testable implications. We test our model using data on Danish monozygotic twins and find that (i) students who receive a positive signal about their academic ability have a higher likelihood of enrolling in and completing a college-bound track compared with those who do not; (ii) the effect of the signal is s

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Byczkowska-Owczarek, Dominika, and Honorata Jakubowska. "Sociology of the Body—Teaching Embodied Approach through Autoethnography." Qualitative Sociology Review 14, no. 2 (2018): 152–64. http://dx.doi.org/10.18778/1733-8077.14.2.09.

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The article presents and discusses the way of teaching sociology of the body whose aim is to allow students to become familiar with embodied methodology and make them methodologically sensitive. The research tasks given to the students are based on analytic autoethnography which influences the students’ methodological development. Examples of the students’ works are presented and discussed, particularly in terms of the advantages they might bring in the educational proces and difficulties that they may cause to both the student and the teacher. As the most valuable benefits deriving from this

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Wieczorkievicz, Alessandra Krauss, Suelen Silveira Valente, Maria Rosangela Chagas Faro, Dairane de Almeida, and Joel Haroldo Baade. "SOCIEDADE E EDUCAÇÃO: PERFIL DE ESTUDANTES DE ENSINO MÉDIO NA PERSPECTIVA DA EDUCAÇÃO SOCIOLÓGICA." Revista Visão: Gestão Organizacional 9, no. 2 (2020): 224–39. http://dx.doi.org/10.33362/visao.v9i2.2515.

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A Sociologia integra o currículo da educação básica como disciplina obrigatória e a sua contribuição educacional tem sido objeto de análise em diferentes momentos na sociedade. Diante disso, este estudo possui como objeto de pesquisa a abordagem da Sociologia em escolas de ensino médio no município de Porto União e seus impactos sociais na cidade, com direcionamento para a influência do conhecimento sociológico em Porto União, com vistas para a formação do aluno para a vivência em sociedade. Nessa direção, a pesquisa de natureza qualitativa e quantitativa, com questionários semiestruturados fo

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Rai, Gauri S. "Meeting the educational needs of international students." International Social Work 45, no. 1 (2002): 21–33. http://dx.doi.org/10.1177/0020872802045001312.

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Maksimova, O. I. "The Use of the Questionnaire surveys for students of sociology Learning English Language." Humanities and Social Sciences. Bulletin of the Financial University 9, no. 6 (2020): 133–37. http://dx.doi.org/10.26794/2226-7867-2019-9-6-133-137.

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The use of questionnaire surveys, being one of the research methods in psychology and pedagogy, is also widely implemented as a form of control of learners’ knowledge. However, it can also perform other functions. In this article, the author considers the use of the questionnaire survey as a useful tool in the educational process. It can be a methodical approach in teaching English, a means of increasing the motivation of students to study the subject and improving the educational level, an incentive to self-analysis, understanding and evaluation of various phenomena occurring in society. The

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Cobb-Clark, Deborah A., Mathias Sinning, and Steven Stillman. "Migrant Youths’ Educational Achievement." ANNALS of the American Academy of Political and Social Science 643, no. 1 (2012): 18–45. http://dx.doi.org/10.1177/0002716212440786.

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The authors use 2009 Programme for International Student Assessment (PISA) data to link institutional arrangements in OECD countries’ to disparities in reading, math, and science test scores for migrant and native-born students. The authors find that achievement gaps are larger for migrant youths who arrive at older ages and for those who do not speak the language of the PISA test at home. Institutional arrangements often serve to mitigate the achievement gaps of some migrant students while leaving unaffected or exacerbating those of others. For example, earlier school starting ages help migra

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LIGHT, JENNIFER S. "Students as Economic Actors, Past and Present." Harvard Educational Review 89, no. 1 (2019): 85–108. http://dx.doi.org/10.17763/1943-5045-89.1.85.

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In this essay, Jennifer Light examines the ideal versus the reality of the “unproductive student,” the young person who puts off work in favor of schooling to develop their human capital for later workforce participation. The economic status of student activities has been the source of recent controversy with college athletes and graduate teaching assistants seeking greater recognition for the value they generate in terms of revenues and cost savings, while educational institutions push back against claims that students are employees. Missing from these discussions is the recognition that stud

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Panchenko, Liubov, and 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.

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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:

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Artal, Montserrat. "Construir el género. El cuestionamiento del sexismo y del androcentrismo en el sistema educativo." Acciones e Investigaciones Sociales, no. 27 (April 8, 2011): 5. http://dx.doi.org/10.26754/ojs_ais/ais.200927340.

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El presente estudio es fruto del análisis realizado desde las corrientes de pensamiento educativo en psicología, sociología y filosofía, poniendo el acento en el feminismo de la diferencia, el de la igualdad y el postestructuralista. Así mismo, he pretendido indagar por medio de las técnicas de la entrevista, y el cuestionario dirigido al profesorado y alumnado sobre cómo se construye el género en el ámbito educativo.The present research presents the results of the analysis carried out from the perspective of educational thinking trends in psychology, sociology and philosophy, focusing especia

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Gulløy, Elisabeth, and Geir H. Moshuus. "Stedsløse slaur - Ungdom, skole og lokal forankring." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 3 (2019): 109–26. http://dx.doi.org/10.7577/njcie.3314.

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The study investigates a common assumption from previous decades of educational sociology: Educational resistance seems to go hand in hand with strong local identity and belonging. In the early 1990s, the Norwegian sociologist Gunnar Jørgensen (1993) analysed how young people developed certain social roles in interactions with school and the local community. Based on school survey data from 2018, we present a quantitative analysis where we compared school rootedness and local community rootedness among students according to their educational resources. The study population consisted of student

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Hallinan, Maureen T., Hugh Mehan, Alma Hertweck, and J. Lee Meihls. "Handicapping the Handicapped: Decision Making in Students' Educational Careers." Contemporary Sociology 17, no. 3 (1988): 413. http://dx.doi.org/10.2307/2069699.

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Fürst, Henrik, and Erik Nylander. "The worth of art education: Students’ justifications of a contestable educational choice." Acta Sociologica 63, no. 4 (2020): 422–35. http://dx.doi.org/10.1177/0001699320934170.

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How is art education valued in society? In Swedish public discourse the value of educational trajectories is often equated with their usefulness for employability. With competitive winner-takes-all labour markets for artists, art education is largely perceived as a worthless credential and form of education. But what kinds of worth does art education have among students themselves? This article draws on the approach of pragmatic sociology and individual and group interviews with 62 Swedish folk high school participants within the arts, to understand the meanings participants assign to post-com

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Bernardi, Fabrizio, and Moris Triventi. "Compensatory advantage in educational transitions." Acta Sociologica 63, no. 1 (2018): 40–62. http://dx.doi.org/10.1177/0001699318780950.

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In this article, first, we present new evidence on a specific type of compensatory advantage (CA) mechanism in educational transitions and attainment, whereby students from socio-economically advantaged families compensate the negative event of achieving poor grades by ignoring them and disproportionally moving on to the next level of education. Using two independent data sources, we focus on the attainment of an upper secondary degree and the transition from high school to university in Italy, investigating the role of parental education and social class in compensating for an early poor acad

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Subakir, Ahmad. "CONCEPT OF EDUCATIONAL INTERACTION IN EDUCATION: IN SOCIOLOGICAL PERSPECTIVE." Didaktika Religia 5, no. 2 (2017): 381–400. http://dx.doi.org/10.30762/didaktika.v5i2.629.

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This article describes the concept of educational interaction in education in a sociological perspective. Sociology has a point of view, certain methods and arrangements. It can be clearly stated that the object of sociology is the study of people in groups, by looking at the nature of society, culture and individuals scientifically. The sociology of education in particular can be interpreted as sociology applied to solve fundamental educational problems that focus on the investigation of the interdependent areas between sociology and the science of education. Educational interaction can be in

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Subakir, Ahmad. "CONCEPT OF EDUCATIONAL INTERACTION IN EDUCATION: IN SOCIOLOGICAL PERSPECTIVE." Didaktika Religia 5, no. 2 (2017): 381–400. http://dx.doi.org/10.30762/didaktika.v5i2.867.

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Abstract  This article describes the concept of educational interaction in education in a sociological perspective. Sociology has a point of view, certain methods and arrangements. It can be clearly stated that the object of sociology is the study of people in groups, by looking at the nature of society, culture and individuals scientifically. The sociology of education in particular can be interpreted as sociology applied to solve fundamental educational problems that focus on the investigation of the interdependent areas between sociology and the science of education. Educational inter

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AREF'EV, A. L. "Foreign Students in the Higher Educational Institutions of Russia." Russian Education & Society 47, no. 9 (2005): 38–53. http://dx.doi.org/10.1080/10609393.2005.11056998.

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Hall, LaTreese V. "The Authentic Athletic-Academic Model:." Journal of Interdisciplinary Studies in Education 7, no. 1 (2019): 38–54. http://dx.doi.org/10.32674/jise.v7i1.1206.

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Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and ath

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Hall, LaTreese. "The Authentic Athletic-Academic Model." Journal of Interdisciplinary Studies in Education 7, no. 2 (2019): 38–54. http://dx.doi.org/10.32674/jise.v7i2.1213.

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Over the past 50 years, the number of alternative schools for at-risk students have increased exponentially. However, the research concerning the students that attend these institutions has been, at best, unhurried. Even more wanting is the research regarding the development and critical evaluation of educational interventions that can motivate and educate these students. The purpose of this paper is to propose an original, interdisciplinary framework aimed at increasing the positive student outcomes of alternative high school students. Drawing on the insights of sociology, psychology, and ath

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Fobes, Catherine. "Taking a Critical Pedagogical Look at Travel-Study Abroad: “A Classroom with a View” in Cusco, Peru." Teaching Sociology 33, no. 2 (2005): 181–94. http://dx.doi.org/10.1177/0092055x0503300205.

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The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel-study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman's (2002) four-point

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Miller, Karen A., Melvin L. Kohn, and Carmi Schooler. "Educational Self-Direction and the Cognitive Functioning of Students." Social Forces 63, no. 4 (1985): 923. http://dx.doi.org/10.2307/2578599.

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Miller, K. A., M. L. Kohn, and C. Schooler. "Educational Self-Direction and the Cognitive Functioning of Students." Social Forces 63, no. 4 (1985): 923–44. http://dx.doi.org/10.1093/sf/63.4.923.

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Moses, Michele S., and Kathryn E. Wiley. "Social Context Matters: Bridging Philosophy and Sociology to Strengthen Conceptual Foundations for College Access Research." American Educational Research Journal 57, no. 4 (2019): 1665–87. http://dx.doi.org/10.3102/0002831219883587.

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Scholars in distinct academic disciplines may examine the same or similar phenomena, often relying on concepts that are well known within each discipline. In this article, we examine two related sociological concepts—capital and adaptive preferences—each used to explain young people’s choices and aspirations. We make the case that integrating the philosophical concept of the “social context of choice” into analyses using “capital” or “adaptive preferences” provides an interdisciplinary approach to analyses of underrepresented students’ educational choices and aspirations in higher education, b

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Bershadskaya, Margarita D., Alexandra V. Serova, Alexander Yu Chepurenko, and Elena A. Zima. "Competence-based Approach to Learning Outcomes Assessment: Russian Experience in Sociological Education." Higher Education in Russia 28, no. 2 (2019): 38–50. http://dx.doi.org/10.31992/0869-3617-2019-28-2-38-50.

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The paper considers the methodological approaches to the description of the competency outcomes of education when implementing the federal standards of higher education on the example of the Sociology as an area of study. The authors have offered a methodic for assessment of the competences formation which is based on the so called indicators of achievement of each of the related competences and on the distribution of these indicators among all elements (modules) of the educational program of BA or MA in Sociology. In the paper, a list of indicators of universal (to be achieved in each higher

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RABOW, JEROME, SUSAN RADCLIFFE-VASILE, MICHAEL D. NEWCOMB, and ANTHONY C. R. HERNANDEZ. "Teachers', Students', and Others' Contributions to Educational Outcomes." Youth & Society 24, no. 1 (1992): 71–91. http://dx.doi.org/10.1177/0044118x92024001004.

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Karmova, M. R. "“Gamification” or Why Modern Education Needs Games on the Example of Students of Sociology and Political Sciences." Humanities and Social Sciences. Bulletin of the Financial University 10, no. 1 (2020): 46–50. http://dx.doi.org/10.26794/2226-7867-2020-10-1-46-50.

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Modern educational institutions face serious problems related to the motivation and involvement of students. Gamification or inclusion of game elements in non-game settings allows educational institutions to solve these complex problems. However, if gamification should be useful fo r higher education, we must analyse in more details what gamification is, how it functions and why it can be helpful. This article addresses three key questions, what, how, and why bother, in the study of both potential benefits and pitfalls of gamification.

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ZBOROVSKII, G., E. SHUKLINA, and N. TEITEL'MAN. "The Educational Needs of College Students in a Small Town." Russian Education & Society 47, no. 9 (2005): 21–37. http://dx.doi.org/10.1080/10609393.2005.11056994.

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Abasov, Z. A. "Higher Pedagogical Educational Institution Students' Planning of Their Professional Strategy." Russian Education & Society 49, no. 3 (2007): 23–34. http://dx.doi.org/10.2753/res1060-9393490302.

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Custer, Lindsay, and Anne Tuominen. "Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students." Teaching Sociology 45, no. 4 (2016): 347–57. http://dx.doi.org/10.1177/0092055x16679488.

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Increasing college students’ exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called “internationalization at home” initiatives, where students interact with people from cultures outside their own while remaining on their home campuses, offers new options. In this article, we describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United

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Queiroga, Emanuel Marques, Carolina Rodríguez Enríquez, Cristian Cechinel, et al. "Using Virtual Learning Environment Data for the Development of Institutional Educational Policies." Applied Sciences 11, no. 15 (2021): 6811. http://dx.doi.org/10.3390/app11156811.

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This paper describes the application of Data Science and Educational Data Mining techniques to data from 4529 students, seeking to identify behavior patterns and generate early predictive models at the Universidad de la República del Uruguay. The paper describes the use of data from different sources (a Virtual Learning Environment, survey, and academic system) to generate predictive models and discover the most impactful variables linked to student success. The combination of different data sources demonstrated a high predictive power, achieving prediction rates with outstanding discriminatio

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Beschasnaya, Albina A., and Andrei A. Beschasnyi. "Performative education: is sociology required outside the humanities?" Siberian Socium 3, no. 3 (2019): 20–39. http://dx.doi.org/10.21684/2587-8484-2019-3-3-20-39.

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This article analyzes the importance of sociological education in the professional training of specialists outside the humanities from the point of view of “performative education”. The “performativity” of education is understood as the production of knowledge and educational activity and it becomes meaningful only in the situation of their demand and efficiency (J.-F.&nbsp;Liotard). The сurrent trends in the formation of the curricula of higher educational institutions by academic disciplines of a “performative” nature have been expressed in reducing the hours of general humanities, among

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Kogan, E. A., and D. I. Ponomareva. "The Experience of University Department in Organizing Research Circles at Schools as a Direction of University Career Guidance Work." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (2020): 135–43. http://dx.doi.org/10.31992/0869-3617-2020-29-10-135-143.

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Attracting applicants in modern conditions is quite an important and difficult task for higher education institutions. Non-core graduate departments of the University face the greatest difficulties in this process.The article discusses the main directions of career guidance work of the Department of “Sociology, psychology and social management” of the Moscow Aviation Institute (NationalResearchUniversity) in the course of implementing cooperation agreements with educational institutions inMoscowand theMoscowregion. The authors present an experience of organizing and conducting research circles

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Brooks, Rachel, and Johanna Waters. "Fees, Funding and Overseas Study: Mobile UK Students and Educational Inequalities." Sociological Research Online 16, no. 2 (2011): 19–28. http://dx.doi.org/10.5153/sro.2362.

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An article in The Guardian in 2006 claimed that: ‘some bright students have found an answer to the fees nightmare: in Europe’. It went on to argue that the introduction of variable fees in the UK in 2006 had encouraged some UK students to consider moving overseas for their degrees and, in particular, to European countries such as Sweden and the Netherlands, which charged low fees or no fees at all. While there have been a small number of further press reports which have indicated that changes to the funding of higher education in the UK have encouraged more young people to consider seriously t

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Crosnoe, Robert. "The Diverse Experiences of Hispanic Students in the American Educational System." Sociological Forum 20, no. 4 (2005): 561–88. http://dx.doi.org/10.1007/s11206-005-9058-z.

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Zborovsky, Garold E., and Polina A. Ambarova. "Educational Failure of Russian Students: A Sociological Interpretation of the Problem." Sotsiologicheskie issledovaniya, no. 3 (March 2021): 17–27. http://dx.doi.org/10.31857/s013216250012904-7.

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Denisova, Olga A., Alexander P. Denisov, and Victor V. Drobyshev. "Perception of the Educational Process by Students of a Medical University." Sotsiologicheskie issledovaniya, no. 3 (March 2021): 142–45. http://dx.doi.org/10.31857/s013216250012608-1.

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Prepotenska, Maryna Petrovna. "Multipotentials in educational discourse." Filosofiya osvity. Philosophy of Education 26, no. 1 (2020): 99–112. http://dx.doi.org/10.31874/2309-1606-2020-26-1-6.

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While responding to the challenges of globalization, the system of modern education often reduces the range of humanitarian disciplines, forming utilitarian programs in universities, but at the same time preserves such a vestige of the past as the priority of the academic format over the heuristic one. At the same time, the global world, a multiplex of events and opportunities, contributes to the emergence of a special type of a student in the educational discourse – a multipotential (MPL), who is capable of succeeding in several activities at once. The philosophical and methodological key to

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Pak, S. M. "PROBLEMS OF LINGUISTIC DIDACTICS IN THE ASPECT OF MULTICULTURAL EDUCATIONAL ENVIRONMENT." Vestnik of Khabarovsk State University of Economics and Law, no. 1-2 (October 20, 2020): 185–88. http://dx.doi.org/10.38161/2618-9526-2020-1-2-27.

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The article considers topical academic issues in the aspect of a real multicultural educational environment, and also systematizes issues of linguistic didactics relevant for practicing teachers in the paradigm of multiculturalism. The concept of «multiculturalism» is considered from the positions of sociology, philosophy, ethnography and pedagogy. Such relevant factors of successful academic practice as records of students’ cultural specificity are highlighted. Certain attention is paid to the linguistic problems, including an adequate interpretation of foreign-language industry terminology a

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Langenkamp, Amy G. "Effects of Educational Transitions on Students' Academic Trajectory: A Life Course Perspective." Sociological Perspectives 54, no. 4 (2011): 497–520. http://dx.doi.org/10.1525/sop.2011.54.4.497.

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In our increasingly mobile society, transitions are often made in search of opportunity, yet to the detriment of social ties to others. This study draws upon a life course perspective, focusing specifically on the timing and context of transitions, to explore how educational transitions affect students' academic trajectory with national longitudinal data. Findings suggest that students who transition to high school alone are resilient when they are more popular or involved in extracurricular activities. For students who transfer during high school, higher achieving students have lower academic

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Antonova, Natalya Leonidovna. "Master’s degree program as institutionalized education: sociological education in Russia and India." Социодинамика, no. 4 (April 2020): 35–42. http://dx.doi.org/10.25136/2409-7144.2020.4.31106.

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The goal of this article is to analyze and understand the institutional peculiarities of functionality of the master&rsquo;s program in sociology in Russian and Indian universities. In the conditions of rapid development of global educational space, master&rsquo;s programs become an attractive means of exercising academic mobility by students. For this case study, Ural Federal University and Mumbai University were selected, both of which offer master&rsquo;s programs in sociology and are not part of the QS World University Rankings. The author analyzes the websites of both universi

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Shukhman, A. E., D. I. Parfenov, L. L. Legashev, and L. S. Grishina. "Analysis and Forecasting Students’ Academic Performance Using a Digital Educational Environment." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (2021): 125–33. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-125-133.

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Analysis and Forecasting Students’ Academic Performance Using a Digital Educational Environment The article discusses technical solutions used at Orenburg State University to organize a digital educational environment. Also, the authors have studied the academic performance of technical and humanities students during the period of face-to-face education and during the lockdown period. The analysis of academic performance shows the absence of significant deviations in one direction or another. The key internal and external factors that influence the students’ academic performance are highlighte

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Lamb, Stephen. "Cultural Consumption and the Educational Plans of Australian Secondary School Students." Sociology of Education 62, no. 2 (1989): 95. http://dx.doi.org/10.2307/2112842.

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Muller, Chandra, and Kathryn S. Schiller. "Leveling the Playing Field? Students' Educational Attainment and States' Performance Testing." Sociology of Education 73, no. 3 (2000): 196. http://dx.doi.org/10.2307/2673216.

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Tyumentseva, E. V., N. V. Kharlamova, and A. E. Godenko. "Problems of Teaching Foreign Students under Conditions of the Pandemic." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (2021): 158–67. http://dx.doi.org/10.31992/0869-3617-2021-30-7-158-167.

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The article analyzes a process of teaching foreign students at regional universities under conditions of restrictions associated with the COVID-19 pandemic, using digital technologies. Currently, universities, and especially technical universities, play a leading role in the development and distribution of digital technologies. The authors believe that achieving these goals involves changing the content of academic disciplines and courses, including those aimed at improving digital literacy. The concept of combining a lecture system and e-learning technologies, which are provided by the electr

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Ross, Heather M., Christina Hendricks, and Victoria Mowat. "Open Textbooks in an Introductory Sociology Course in Canada: Student Views and Completion Rates." Open Praxis 10, no. 4 (2018): 393. http://dx.doi.org/10.5944/openpraxis.10.4.892.

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Open educational resources (OER), including open textbooks, are free, adaptable learning resources. The integration of these materials in place of commercial textbooks allows for considerable financial savings for students and creates opportunities for more active and engaged learning. The growing interest in the use of OER at a Western Canadian university led to the chance to survey students for their feedback on using OER instead of traditional commercial textbooks. This paper focuses on the views of students in an introductory sociology course for which an instructor adopted an open textboo

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Horváth, István. "Hungarian students’ migration from Transylvania to Hungary between 1990–2000." Erdélyi Társadalom 2, no. 2 (2004): 59–84. http://dx.doi.org/10.17177/77171.35.

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Although there is a vast literature describing different aspects of the migration of Transylvanian Hungarian youth to Hungary, only a few papers deal with their migration with the purpose to study, in the period after 1990. István Horváth analyzes this phenomenon from the perspectives of its dynamic in time, its structural context, and the changes of its general (social) and closer environment (the relationships between the educational system, the labor market, and the system of social stratification). The author is a sociologist teaching at the Hungarian Department of the Department of Sociol

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Ketchley, Neil, and Michael Biggs. "THE EDUCATIONAL CONTEXTS OF ISLAMIST ACTIVISM: ELITE STUDENTS AND RELIGIOUS INSTITUTIONS IN EGYPT*." Mobilization: An International Quarterly 22, no. 1 (2017): 57–76. http://dx.doi.org/10.17813/1086-671x-22-1-57.

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The literature on student activism finds that protesters come from prestigious universities and from the social sciences and humanities. Studies of political Islam, however, emphasize the prominence of engineering and medical students from secular institutions. Contributing to both literatures, this paper investigates Islamist students targeted by security forces in Egypt following the coup of 2013. Matching 1,352 arrested students to the population of male undergraduates, it analyzes how the arrest rate varied across 348 university faculties. We find that activists came disproportionately fro

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Ponyavina, M. B., S. V. Rastorguev, P. S. Seleznev, A. A. Suchilina, and A. B. Shatilov. "Monitoring the Social Attitudes of Foreign Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (2021): 80–92. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-80-92.

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It is necessary to monitor the social attitudes of foreign students in order to involve foreign applicants in a favorable to Russia discourse, applying the concept of “soft power”. Applicants’ social attitudes have a direct impact on the choice of the country of study and on the effectiveness of social, cultural, pedagogical adaptation of foreign students. The socio-cultural characteristics of foreign students were studied using focus groups, expert polls, and narrative interviews. The classification of foreign students according to cultural profiles has been made. Attitudes of students from d

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