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Journal articles on the topic 'Sociology – Study and teaching (Higher)'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Anny, Nusrat Zerin, Pradip Kumar Mishra, and Md Sajedur Rahman Rahman. "Teaching sociology in large classes." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 1 (2020): 46–54. http://dx.doi.org/10.20525/ijrbs.v9i1.588.

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This study attempts to explore a major issue of higher education in Bangladesh that is, problems related to large size classes. The objectives of the study are to identify the problems faced by the students and the teachers; and to find out the ways of teaching effectively in large Sociology classes. This is a literature review article which has investigated the current teaching practices in the Sociology Classes at the affiliated colleges of the National University of Bangladesh. This paper also discussed the issue from the global perspective. It identified that large classes create a lot of

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Kane, Danielle, and Kristin Otto. "Critical Sociological Thinking and Higher-level Thinking: A Study of Sociologists’ Teaching Goals and Assignments." Teaching Sociology 46, no. 2 (2017): 112–22. http://dx.doi.org/10.1177/0092055x17735156.

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We argue that the literature on critical thinking in sociology has conflated two different skill sets: critical sociological thinking and higher-level thinking. To begin to examine how sociologists weigh and cultivate these skill sets, we interviewed 20 sociology instructors and conducted a content analysis of 26 assignments. We found that while multiple interviewees considered critical thinking to be too obvious a goal to warrant discussion, it did emerge as a criterion for evaluating assignments. In addition, we created a spectrum of writing tasks and found that only a minority of assignment

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Abbas, Tahir. "Teaching the Study of Muslim Minorities in Higher Education in the United Kingdom." American Journal of Islam and Society 24, no. 3 (2007): 143–49. http://dx.doi.org/10.35632/ajis.v24i3.1538.

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In this paper, I reflect on my experiences of teaching sociology of Islam atan elite British university: the University of Birmingham. As a trained economistwith postgraduate degrees in social science and sociology and as a formerWhitehall civil servant, my foray into the world of Islamic studies hasonly been recent. Indeed, it was the events relating to British Muslimminorities between 1999 and 2001 (namely, the arrests, trial, and sentencingin relation to the mostly Birmingham-born “Seven in Yemen” in 1999; the9/11 attacks in New York and Washington, DC; and the urban disturbancesin northern

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Clark, Burton R. "The Research-Teaching-Study Nexus in Modern Systems of Higher Education." Higher Education Policy 7, no. 1 (1994): 11–17. http://dx.doi.org/10.1057/hep.1994.2.

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Roca, Beltran, Eva Bermúdez-Figueroa, and Francisco Estepa-Maestre. "Life story as a tool for teaching sociological imagination." Journal of Applied Research in Higher Education 12, no. 5 (2019): 829–39. http://dx.doi.org/10.1108/jarhe-06-2019-0158.

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Purpose The purpose of this paper is to examine the potential of life story for the teaching of sociology to Social Work students. It contains the results of a teaching experiment in higher education which aims to foster sociological imagination among students. Design/methodology/approach The study employs a mixed methodology. The quantitative data came from a survey handed out to the students with closed and open questions. The qualitative information came from the contents of class exercises in which the students had to connect the theoretical contents of the course of sociology with the bio

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Janßen, Melike. "Organization Versus Profession? Teaching in the context of higher education reforms from a Sociology of Professions Perspective." Swiss Journal of Sociology 45, no. 3 (2019): 383–408. http://dx.doi.org/10.2478/sjs-2019-0018.

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Abstract The paper addresses the impact of higher education reforms on academic teaching and the concrete implications of the new academic teaching requirements for the professional practice of professors. It explores how labour market requirements change the university from the point of view of professors and how they deal with these changes. The paper draws on 64 interviews with professors from Germany, which were conducted as part of a qualitative study on the consequences of performance evaluation procedures at German universities.

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Nnebedum, Chigozie. "The Value of Integrating 21st Century Skills into the Enterprise of Teaching Sociology." Academic Journal of Interdisciplinary Studies 8, no. 1 (2019): 37–44. http://dx.doi.org/10.2478/ajis-2019-0003.

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Abstract The 21st Century labour market is changing fast with unprecedented acceleration. Training in the field of sociology follows the pattern of education which is a process of leading out of ignorance and bringing one up to another plain, a higher one, within a societal context. Its organisation and curricular should be done within the frame work of the general society and life. It ought to follow the trend of the time. This article discusses the discipline of sociology, its concept and teaching approach from the ambiance of integrating 21st century skills into it. Using the qualitative me

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Almusharraf, Norah, and Asma Almusharraf. "Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience." Journal of Ethnic and Cultural Studies 8, no. 3 (2021): 1. http://dx.doi.org/10.29333/ejecs/788.

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Reflection and reflective practices are integral to teacher education; therefore, this study contributes to the growing literature on reflective practice by uncovering gender differences. The study explored the influence of gender differences and teaching experience on postsecondary instructors' conscious reflective teaching practice, using a survey of 226 male and 207 female EFL instructors working in the Kingdom of Saudi Arabia (KSA). The results indicated that females scored higher than males on the total English Language Teaching Reflection Inventory (ELTRI) scores, except on the critical

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Adu-Yeboah, Christine, and Linda Dzama Forde. "Returning to Study in Higher Education in Ghana: Experiences of Mature Undergraduate Women." Research in Comparative and International Education 6, no. 4 (2011): 400–414. http://dx.doi.org/10.2304/rcie.2011.6.4.400.

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This study was based on the assumption that in Ghana, women who return late to higher education combine domestic and academic work and, in the process, experience tensions and difficulties in the face of cultural and academic prejudice. It employed an interpretive qualitative research approach via narrative interviews with eight mature undergraduate women from different socio-economic backgrounds in one public university. The intention was to explore their experiences and use the findings to make suggestions for institutional development and learning. The data was collected in May 2009 from a

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Cole, Courtney E. "Culturally sustaining pedagogy in higher education: teaching so that Black Lives Matter." Equality, Diversity and Inclusion: An International Journal 36, no. 8 (2017): 736–50. http://dx.doi.org/10.1108/edi-01-2017-0005.

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Purpose The purpose of this paper is to show how the principles of Black Lives Matter can be used to enact a culturally sustaining pedagogy (CSP) in higher education settings, particularly in small colleges that serve significant populations of students who are underrepresented in higher education. Design/methodology/approach Drawing on examples from college courses in media and society, organizational communication, and interpersonal communication, the case study shows application of the principles of Black Lives Matter in the college classroom at two different institutions in the urban North

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Wilkens, Leevke, Anne Haage, Finnja Lüttmann, and Christian R. Bühler. "Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education." Social Inclusion 9, no. 3 (2021): 117–29. http://dx.doi.org/10.17645/si.v9i3.4125.

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In this article we discuss the contribution of digitalisation for equal participation in higher education. Its potential is often postulated, but accessibility is seldom examined in this context. Despite the challenges and difficulties created in the summer term of 2020, this semester has provided a great opportunity to collect data on digital teaching, as face‐to‐face teaching needed to be transformed into digital teaching. Based on two surveys conducted in the summer of 2020, current practices and students’ needs regarding accessibility are outlined. Despite the circumstances, it can be deri

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Howard, Jay, and Aimee Zoeller. "The Role of the Introductory Sociology Course on Students' Perceptions of Achievement of General Education Goals." Teaching Sociology 35, no. 3 (2007): 209–22. http://dx.doi.org/10.1177/0092055x0703500301.

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As higher education accreditation agencies emphasize achievement of general education learning goals for undergraduate students, departments are increasingly required to identify and assess the contributions of their disciplines to achievement of these goals. This exploratory study conducted at a large urban university and its satellite campus seeks to identify students' perceptions of the contributions of the Introduction to Sociology course to the general education goals specified by a single university. This study also seeks to identify the most frequently used pedagogies used by introducto

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Soroka, Y. "Sociological methods for solving current practical issues of higher education: action research." New Collegium 3, no. 101 (2020): 21–24. http://dx.doi.org/10.30837/nc.2020.3.21.

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The purpose of this article is to review the characteristics and principles of research in action and actualization in this context of sociological methods and relevant research competencies of teachers. Research in action is presented as one that can be used by lecturers to obtain the necessary information about their current students, which is necessary to compensate for socio-cultural barriers to the introduction of student-centered education, choice of teaching methods, increase student motivation, general and subject competencies. Demonstrated that action research are relevant in the pers

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Balakrishnan, B., F. Tochinai, H. Kanemitsu, M. F. W. Abdullah, and S. Indartono. "Belief and Intention towards Design Ethics among Design Undergraduates in Malaysian Higher Education Institutions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 3 (2021): 76–86. http://dx.doi.org/10.31992/0869-3617-2021-30-3-76-86.

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This paper reports on the findings of a study by design graduates on their belief and intention on ethical issues in the creative design industry. The study was conducted at two universities (University A and University B) in Malaysia, which included 120 undergraduates in design. A survey was conducted in which a questionnaire was distributed among respondents to determine their degree of agreement with respect to each argument in the questionnaire. The results of the data showed that the belief and intention of design graduates towards design ethics is poor, with the exception of the responde

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Švec, Václav, Aleš Vlk, and Šimon Stiburek. "Dropout Policy in Czech Higher Education: Can Universities Serve Several Masters?" Central European Journal of Public Policy 9, no. 1 (2015): 126–36. http://dx.doi.org/10.1515/cejpp-2016-0006.

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Abstract The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the

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Gazali, Hatim, and Abd Malik. "Pesantren and the Freedom of Thinking: Study of Ma‘had Aly Pesantren Sukorejo Situbondo, East Java, Indonesia." Al-Jami'ah: Journal of Islamic Studies 47, no. 2 (2009): 295–316. http://dx.doi.org/10.14421/ajis.2009.472.295-316.

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Various studies on Pesantren have been conducted through various lenses and perspectives; however, its attractiveness is still there. In some points, the pesantren is well known as a conservative institution in which freedom of thinking is limited. This article is willing to show that not all pesantrens limit their students' freedom of thinking. One of them is Ma'had Aly (higher education), one of the education institution in Pesantren Salafiyah Syafi'iyah Sukorejo Situbondo which focuses its teaching on fiqh. Fiqh, or Islamic jurisprudence, is one of the branches of Islamic science. In some p

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Zoska, Yana, Alona Stadnyk, and Kateryna Evseeva. "METHODS OF TEACHING SOCIOLOGICAL DISCIPLINES FOR STUDENTS OF THE SPECIALTY «231-SOCIAL WORK»." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 157–61. http://dx.doi.org/10.24144/2524-0609.2021.48.157-161.

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During the period of reforming of higher education in Ukraine, issues related to the methodology and technology of teaching sociological disciplines in higher education for non-core specialties become relevant. Sociology as a science is especially relevant in Ukraine, as it preconditions the creation of scientific foundations of a conscious civil society, which enriches the population with freedom of thought and harmonious development. In order for an individual to use the obtained freedom responsibly and effectively, it is necessary to understand the fundamental principles of the functioning

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Subbarayalu, Arun Vijay, and Ahmed Al Kuwaiti. "Quality of Work Life of Teaching Staff Working at a Higher Education Institution in Saudi Arabia: A Cross-sectional Study." Journal of Social Service Research 45, no. 4 (2018): 530–42. http://dx.doi.org/10.1080/01488376.2018.1481173.

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Petruneva, R. M., V. D. Vasilyeva, and Y. V. Petruneva. "Problems of Higher School Didactics: Uncut Pages." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (2021): 56–68. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-56-68.

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Higher education today is not going through the best of times: decisions taken in the educational process at various levels (Federal Laws “On Education in the Russian Federation” of 29.12.2012 No 273-FZ and “On Amendments to the Federal Law “On Education in the Russian Federation” on the education of students” of 31.07.2020 No 304-FZ, Federal State Educational Standards of Higher Education, etc.), related to global changes taking place in society and in the world in recent decades, were made without careful didactic study. This cannot help to improve the quality of specialist training. Teacher

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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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Pérez‐Carbonell, Amparo, Genoveva Ramos‐Santana, and María‐Jesús Martínez‐Usarralde. "Comparative Inclusion: What Spanish Higher Education Teachers Assert." Social Inclusion 9, no. 3 (2021): 94–105. http://dx.doi.org/10.17645/si.v9i3.4030.

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From a critical comparative perspective (far from more naive and resolute trends) this study delves into the problematisation that comes with recognising comparative education as ‘the science of the difference’ (Nóvoa, 2018). Despite the cementation of discursive, regulatory, and normative governance, of a new higher education regime (Zapp &amp; Ramirez, 2019) revealing the growing isomorphism in the global political and educational discourse of academics, some idiosyncratic characteristics can be detected as a result of the policy implemented in each context. The aim of this article is to

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Abramova, I. E., and A. V. Ananyina. "Systematic Approach to Teaching Academic Writing: Practical Experience." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 7 (2021): 105–16. http://dx.doi.org/10.31992/0869-3617-2021-30-7-105-116.

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The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed ac

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Golovchin, M. A. "Institutional Traps of Digitalization of Russian Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 3 (2021): 59–75. http://dx.doi.org/10.31992/0869-3617-2021-30-3-59-75.

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In 2016-2018 the state in Russia adopted a package of program documents, which implies the transfer of education to the large-scale introduction of digital technologies. This phenomenon has been called “digitalization of education”. In scientific literature, electronization and digitalization are increasingly called one of the institutional traps for the development of Russian universities, since the corresponding institutional environment has not yet been formed due to the forced nature of innovations. As a result, the processes of introducing new technologies into education are still not reg

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Bandy, Joe, M. Brielle Harbin, and Amie Thurber. "Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding." Teaching & Learning Inquiry 9, no. 1 (2021): 117–37. http://dx.doi.org/10.20343/teachlearninqu.9.1.10.

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Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and in

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Bernhard, Nadine. "Students’ Differences, Societal Expectations, and the Discursive Construction of (De)Legitimate Students in Germany." Social Inclusion 9, no. 3 (2021): 394–403. http://dx.doi.org/10.17645/si.v9i3.4482.

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At higher education institutions (HEI), which for centuries served only to educate the elite, the composition of the student body is increasingly changing towards greater social and cultural diversity. Students’ differences are also the focus of this article, but not with a specific emphasis on preselected categories. Instead, the article asks how students in teaching in higher education (HE) are represented in the print media and professional discourse in Germany, i.e., which categories of difference are constructed as relevant in HE teaching contexts, which are normalized and (de)legitimized

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Sabri, Duna. "Student Evaluations of Teaching as ‘Fact-Totems’: The Case of the UK National Student Survey." Sociological Research Online 18, no. 4 (2013): 148–57. http://dx.doi.org/10.5153/sro.3136.

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Taking the UK National Student Survey (NSS) as a case study of student evaluations of teaching (SET) which are now used widely in higher education, I argue that the production and consumption of such survey data have a symbolic value that exceeds, and is often independent of, any technical understanding of their statistical meaning. The NSS, in particular, has acquired significance that far outweighs its validity or intended use. This is evident in national policy where it has become the primary measure of ‘the student experience’, ostensibly articulating current students’ views, and giving pr

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CHEN, Yufeng, Zhengtao XIANG, Dengliang CHENG, and Jieren XIE. "A Study on Information Multimedia Integrated Introductory Course of Internet of Vehicles to Students’ Self-Efficacy and Learning Effect." Revista de Cercetare si Interventie Sociala 64 (March 6, 2019): 223–34. http://dx.doi.org/10.33788/rcis.64.18.

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Along with the rapid development of information technology, the information technology education trend is emerged. The enhancement of quality becomes the cross-century direction of education reform. To grasp the trend of time and integrate information multimedia into traditional teaching courses for enhancing teaching quality are the primary issues for professional teachers. With an experimental design model, Total 100 students of Hubei University of Automotive Technology, as the research objects. The class is an 8-week experimental instruction every Thursday (32 hours in total, 16 hours in cl

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Ostroglazova, N. A., and N. V. Starostina. "Presentations in Lectures to Prompt Innovations in Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 6 (2021): 97–107. http://dx.doi.org/10.31992/0869-3617-2021-30-6-97-107.

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Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses

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Simula, Brandy, and Tracy Scott. "The Impact of Pressures to Produce on Knowledge Production and Evaluation in the Modern Academy." Social Sciences 9, no. 5 (2020): 64. http://dx.doi.org/10.3390/socsci9050064.

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Combining work from the related but distinct fields of sociology of knowledge and sociology of education, we explore the effects of the changing landscape of higher education on the academic knowledge production system. Drawing on 100 interviews with faculty members from 34 disciplines at an elite private research university, we show that faculty members perceive exponentially increasing pressures to produce, and identify the ways that those pressures can negatively impact the knowledge creation process. We then examine the ways those pressures to produce influence how faculty evaluate their c

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Haron, Muhammed. "Islam and the University Curriculum." American Journal of Islam and Society 31, no. 3 (2014): 153–56. http://dx.doi.org/10.35632/ajis.v31i3.1067.

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This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences,

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Zhampeissova, Korlan, Irina Kosareva, and Uliana Borisova. "Collaborative Mobile Learning with Smartphones in Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 21 (2020): 4. http://dx.doi.org/10.3991/ijim.v14i21.18461.

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<p class="0abstract">The advantages of mobile learning and the possibility of universal access to educational materials have a downside in the form of a possible lack of communication between the student, his/her teachers, and course mates. In this context, collaborative teaching methods can be applied to support learners in solving educational challenges. The objective of this work was to analyze the effectiveness of collaborative approaches in mobile learning. The research methods included two stages: an experiment on the introduction of collaborative mobile learning into the education

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Martinez-Buján, Raquel, Elvira Santiago-Gómez, Carlos Diz, Jose A. Cortes-Vazquez, and Montserrat Golías. "Campus greening from social sciences: emerging formulas on social responsibility and teaching innovation." International Journal of Sustainability in Higher Education 21, no. 7 (2020): 1545–61. http://dx.doi.org/10.1108/ijshe-04-2020-0134.

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Purpose This paper aims to show how the Green Campus Program has been implemented at the Faculty of Sociology of the University of A Coruña (Spain). It describes the criteria used to create teaching sustainability actions related to community engagement to introduce education for sustainable development into college curricula. Design/methodology/approach Drawing on a human-centered design model approach, as well as on transformative teaching theories, this study explores the criteria used to build the Free Classroom based on a participatory model. Findings The authors argue that the success of

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Ristić Dedić, Zrinka, and Boris Jokić. "Croatian Pupils' Perspectives on Remote Teaching and Learning during the COVID-19 Pandemic." Drustvena istrazivanja 30, no. 2 (2021): 227–47. http://dx.doi.org/10.5559/di.30.2.03.

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On March 16th 2020, the Croatian government mandated a nationwide closure of schools and introduced remote teaching and learning in response to the COVID-19 pandemic. The present study explores the perspectives of pupils in the 7th grade of elementary education regarding this period of remote teaching and learning. The study aims to examine the level and determinants of pupils' satisfaction with newly implemented practices and to explore their perception of remote teaching and learning in comparison to classroom practices. An online survey was conducted with 920 pupils from 23 elementary schoo

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Popov, E. A. "How University Professors Assess Their Teaching Experience at Schools." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (2021): 83–91. http://dx.doi.org/10.31992/0869-3617-2021-30-2-83-91.

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The problem of interaction between general education schools and higher education institutions is one of the most relevant for interdisciplinary research. For this reason, the purpose of the article is not only to evaluate the experience of University professors in modern schools, but also to consider one of the possible mechanisms for improving the intellectual culture of schoolchildren. Universities’ request for the intellectualism of their students cannot be dissociated from the mission of school. Therefore, the article analyzes some of the possibilities of professors working both at Univer

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WANG, Wei. "Evaluation Principles' Influence of Critical Thinking Foreign Language Teaching on German Literature Classroom Learning Motivation." Revista de Cercetare si Interventie Sociala 73 (June 15, 2021): 81–94. http://dx.doi.org/10.33788/rcis.73.6.

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The basis of critical thinking foreign language teaching is to regard language as a means to develop higher-order thinking ability. In language teaching, it aims to develop the thinking ability of learners, and to use the language-learning concept of thinking ability in situations beyond language classrooms. It contains a series of principles that reflect this view of language and language teaching, which can be used to support various classroom-operating procedures. Studies have summarized the principles of critical thinking foreign language teaching into 8 items: target, evaluate, routinize,

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Gervai, Pál, and László Trautmann. "Teaching economics in Hungary after the crisis." Society and Economy 37, no. 3 (2015): 357–78. http://dx.doi.org/10.1556/204.2015.37.3.3.

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In the wake of the economic crisis, a question arises increasingly often: what is the role of economic culture in overcoming the crisis? Since the mid-2000s, leaders of developed countries have kept pointing out that fostering political and economic education is a driver of growth and development. Curricula are being overhauled; new modules are appearing in the study programmes of secondary schools, colleges, and university-level undergraduate courses; significant curriculum developments have been launched at the world’s leading universities in the last few years. Hungarian higher education ca

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Voltz, Carlos Poerschke, Claudia Martins Leirias, and Dinora Tereza Zucchetti. "UMA AULA DE SOCIOLOGIA DA EDUCAÇÃO COM O MÉTODO DE ROTAÇÃO POR ESTAÇÕES DE APRENDIZAGEM." Revista Prâksis 1 (January 11, 2021): 151. http://dx.doi.org/10.25112/rpr.v1i0.2284.

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O artigo tem como objetivo discutir os desafios e possibilidades de realizar uma aula híbrida de Sociologia da Educação, uma área do conhecimento propriamente teórica e reflexiva, tradicionalmente estudada por meio da leitura e discussão de livros. A justificativa da pesquisa é apontar maneiras de estudar teoria para estimular o interesse de estudantes do ensino superior nos estudos desta área do conhecimento, ampliando os estudos para além dos livros. Para isso foi utilizada a estratégia de estudo de caso único, na qual foi realizada uma intervenção em uma aula do curso de Pedagogia de uma in

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Voltz, Carlos Poerschke, Claudia Martins Leirias, and Dinora Tereza Zucchetti. "UMA AULA DE SOCIOLOGIA DA EDUCAÇÃO COM O MÉTODO DE ROTAÇÃO POR ESTAÇÕES DE APRENDIZAGEM." Revista Prâksis 1 (January 11, 2021): 151. http://dx.doi.org/10.25112/rpr.v1i0.2284.

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O artigo tem como objetivo discutir os desafios e possibilidades de realizar uma aula híbrida de Sociologia da Educação, uma área do conhecimento propriamente teórica e reflexiva, tradicionalmente estudada por meio da leitura e discussão de livros. A justificativa da pesquisa é apontar maneiras de estudar teoria para estimular o interesse de estudantes do ensino superior nos estudos desta área do conhecimento, ampliando os estudos para além dos livros. Para isso foi utilizada a estratégia de estudo de caso único, na qual foi realizada uma intervenção em uma aula do curso de Pedagogia de uma in

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Ignatiev, V. P. "Oppositions and Antinomies of Modern Educational Reality." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 3 (2021): 87–103. http://dx.doi.org/10.31992/0869-3617-2021-30-3-87-103.

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The article reveals some unresolved issues concerning the processes of planning, organizing, conducting and evaluating university education in modern conditions. The purpose of the study is to clarify what oppositions are currently being maintained, and what needs to be done to address problematic situations. Among the oppositions identified by the author, there are oppositions between the standardization and unification of education, which are opposed by the autonomy of universities and the individualization of the learning process; between thread-group organization of educational process, ch

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Mitchell, Kristina M. W., and Jonathan Martin. "Gender Bias in Student Evaluations." PS: Political Science & Politics 51, no. 03 (2018): 648–52. http://dx.doi.org/10.1017/s104909651800001x.

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ABSTRACTMany universities use student evaluations of teachers (SETs) as part of consideration for tenure, compensation, and other employment decisions. However, in doing so, they may be engaging in discriminatory practices against female academics. This study further explores the relationship between gender and SETs described by MacNell, Driscoll, and Hunt (2015) by using both content analysis in student-evaluation comments and quantitative analysis of students’ ordinal scoring of their instructors. The authors show that the language students use in evaluations regarding male professors is sig

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Komendant, T. "Research of national culture in higher education institution of professional artistic education in the Republic of Moldova." Musical art in the educological discourse, no. 3 (2018): 103–9. http://dx.doi.org/10.28925/2518-766x.2018.3.103109.

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Significant changes that occurred in the socio-cultural space of the modern era contributed to the development of modern culture, in general, and national culture, in particular. This work is devoted to the problem of the study of national culture in the higher education institution of professional artistic education.National culture is considered as a kind of fusion of its own ethno cultural heritage and universal human ideas and values, a continuous process of interaction between the traditional and innovative.The author regards artistic culture as one of the most important ways of forming a

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Shandra, Carrie L. "Disability Segregation in Volunteer Work." Sociological Perspectives 63, no. 1 (2019): 112–34. http://dx.doi.org/10.1177/0731121419842133.

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People with disabilities in the United States experience different types of paid work than people without disabilities; however, less is known about patterns in voluntary work—another form of productive labor that takes place within organizations. This study uses the Volunteer Supplement of the Current Population Survey to evaluate disability segregation in volunteer organizations and activities. Net of sociodemographic characteristics, volunteers with disabilities have lower odds than volunteers without disabilities of participating in educational/youth organizations and sport/hobby/cultural

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Lobova, S. V., and E. V. Ponkina. "Online Courses: To Accept Impossible to Ignore." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 1 (2021): 23–35. http://dx.doi.org/10.31992/0869-3617-2021-30-1-23-35.

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Online courses are changing the landscape of higher education. However, their adoption by the teaching community of Russian universities has not yet been fully studied. The conducted sociological research made it possible to assess the involvement of Russian university lecturers in the processes of digitalization of education, to determine the motives for their activities in creating and integrating online courses into the educational process, and to form an understanding of the acceptance of online learning by the Russian teaching community. The pyramid of acceptance of Cox and Trotter’s open

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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.

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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challe

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Baldwin, Roger G., and Matthew R. Wawrzynski. "Contingent Faculty as Teachers." American Behavioral Scientist 55, no. 11 (2011): 1485–509. http://dx.doi.org/10.1177/0002764211409194.

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Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenur

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Andrews, Robin A. F., and Philip Tyson. "The superstitious scholar." Journal of Applied Research in Higher Education 11, no. 3 (2019): 415–27. http://dx.doi.org/10.1108/jarhe-08-2018-0178.

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Purpose The development and application of critical thinking skills are an important component of success at University. Such skills permit students to evaluate the strengths and weaknesses of evidence, argument and theory. However research suggests that many students believe in paranormal phenomena (e.g. telekinesis). Such beliefs defy the basic principles of science and do not stand up to critical scrutiny. The paper aims to discuss these issues. Design/methodology/approach This study aimed to investigate paranormal beliefs within a student population: differences among gender, academic disc

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Tomic, Marta. "Women in academic profession and male domination." Sociologija 52, no. 2 (2010): 181–96. http://dx.doi.org/10.2298/soc1002181t.

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This paper presents a case study of women in the academic teaching profession in the context of the Criminal Police Academy, a Belgrade higher education institution of a typically male-dominant type. The aim of the paper is to describe and analyze women's current position and upward career mobility, as well as to discover the causes and mechanisms limiting their weaker (slower) professional recognition. Multiple case method was deployed, on the basis of data collected from various sources: relevant literature on gender inequality of women in the academic profession, official documents of the i

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Andrade, Emily, A. James McKeever, Roberto Rivera, Elizabeth Withers, and Hyeyoung Woo. "Millennials and Moral Panic in the United States and beyond." Sociological Perspectives 63, no. 3 (2020): 496–505. http://dx.doi.org/10.1177/0731121420919590.

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There have been numerous discourses around millennials and some of them may sound worrisome. To discuss millennials and moral panic, this study looks at three different areas (i.e., criminal justice, teaching at higher education institutions, and transitions to adulthood in South Korea) with some issues pertinent to millennials and younger generations faced in society currently. Drawing on a wide range of the literature, this study attempts to recognize unique characteristics of our younger generations, to find ways to better understand them using multiple angles, and to identify reasons why w

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Heffernan, Kristin, Betty Blythe, and Paula Nicolson. "How do social workers understand and respond to domestic violence and relate this to organizational policy and practice?" International Social Work 57, no. 6 (2012): 698–713. http://dx.doi.org/10.1177/0020872812453188.

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This study explores British social workers’ abilities to recognize incidents of interpersonal violence, how much domestic violence training social workers typically receive, and how awareness of organizational policies and practice experiences impact workers’ attitudes about domestic violence. Based on our findings we suggest that traditional higher education teaching methods of lecture and seminar combined with a service-learning component to course work should be explored. Additionally, local authorities and other health and social care agencies need to take more responsibility for ensuring

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Jin, Myung H., Bruce McDonald, and Jaehee Park. "Does Public Service Motivation Matter in Public Higher Education? Testing the Theories of Person–Organization Fit and Organizational Commitment Through a Serial Multiple Mediation Model." American Review of Public Administration 48, no. 1 (2016): 82–97. http://dx.doi.org/10.1177/0275074016652243.

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To address some of the inconsistencies in the literature regarding links between public service motivation (PSM) and individual performance, this study proposes and tests a three-path mediation model in public higher education in which the relationship is mediated by person–organization fit (P-O fit) and organizational commitment (OC) in serial. Based on a sample of 692 faculty at an urban public university, we find that P-O fit and OC as a causal chain mediate the relationship between PSM and organizational citizenship behavior and that this mediated relationship varies depending on the speci

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