What Should Students Understand After Taking Introduction to Sociology?

2007 ◽  
Vol 35 (4) ◽  
pp. 300-314 ◽  
Author(s):  
Caroline Hodges Persell ◽  
Kathryn M. Pfeiffer ◽  
Ali Syed
Keyword(s):  
Content Analysis ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Learning Goals ◽  
Scholarship Of Teaching ◽  
Introductory Sociology ◽  
Introductory Course ◽  
Research Gap ◽  
Teaching Award ◽  
Research Questions

Sociologists have long reflected on what should be taught in sociology. In recent years, the Scholarship of Teaching and Learning (SoTL) has produced several important publications on key principles and learning goals for the introductory course. However, little current work has systematically examined what peer-recognized leaders in the field deem important for introductory sociology. This paper is an effort to fill this research gap. Our research questions include: What do leaders think students should understand after an introduction to sociology course? Do the goals of Teaching Award winners differ from those of other leaders? How do the leaders' goals compare with those expressed in leading SoTL publications? To address these questions, we interviewed a sample of 44 leaders in 2005-2006. Using qualitative content analysis, we systematically coded, analyzed, and compared their goals.

scholarly journals Opetuksen ja oppimisen digiloikka kieltenopiskelijoiden silmin

2018 ◽  
pp. 61-76
Author(s):  
Anne Huhtala
Keyword(s):  
Content Analysis ◽  
Digital Technology ◽  
Teaching And Learning ◽  
New Technologies ◽  
Sedentary Lifestyle ◽  
Qualitative Content Analysis ◽  
Open Questions ◽  
Technology In Teaching ◽  
Digital Skills

This article focuses on how university language students reflect on digitalisation and their own digital skills, and what kinds of benefits and risks they see in the increasing use of digital technology in teaching and learning. The data used for this study are of two kinds: 25 students filled in a questionnaire consisting of open questions about digitalisation, and 10 students wrote an essay where they reflected on the role of digital technology in their lives. The data were analysed by using qualitative content analysis. According to the results, university students experience their digital skills as good, and rely on their ability to learn new skills when needed. They describe the role of ICT in their lives as important, but seem to use digital technology with deliberation. They see several benefits in the use of new technologies, e.g., versatility, but also many risks, including problems caused by a sedentary lifestyle.

scholarly journals Strategic Design toward Foundational Learning Goals in Introduction to Sociology

2019 ◽  
Vol 48 (1) ◽  
pp. 40-53
Author(s):  
Kimberly B. Rogers ◽  
Adam Nemeroff ◽  
Kelly Caputo
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Goals ◽  
Introductory Courses ◽  
Present Evidence ◽  
Personal Learning ◽  
Introductory Course ◽  
Strategic Design

Scholars of teaching and learning in sociology have argued that introductory courses should teach toward foundational learning goals instead of providing an exhaustive review of the discipline. Nevertheless, prior research has provided far more guidance on what instructors ought to teach than how they can cohesively support learning across the goals advocated. Additionally, few studies have considered whether introductory course designs adequately address students’ diverse reasons for enrolling. To address this gap in the literature, we offer insights from our experiences with a redesigned introductory course tailored to support student learning in the areas recommended by earlier work. After describing our learning goals and the elements of our course design, which are grounded in empirical findings from the literature, we present evidence for the efficacy of this design in achieving key disciplinary learning goals, serving students’ personal learning goals, and attracting new and existing majors and minors.

scholarly journals Educational Development Websites: What Do They Tell Us About How Canadian Centres Support the Scholarship of Teaching and Learning?

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Ros A Woodhouse ◽  
Kristin A Force
Keyword(s):  
Content Analysis ◽  
Teaching And Learning ◽  
Educational Development ◽  
National Strategy ◽  
Scholarship Of Teaching ◽  
Learning Content

The study investigates how university educational development centres in Canada currently support faculty in developing the skills and knowledge to engage in the scholarship of teaching and learning. Content analysis of centre websites was used to identify strategies used to support SoTL. The main strategies identified were providing information and grants. Recommendations include increasing the visibility of SoTL on centre websites and integrating it with other centre activities. The data question the viability of a national strategy to improve teaching through SoTL. L’étude porte sur la façon dont les centres universitaires d’appui à la formation au Canada soutiennent actuellement les membres du corps enseignant dans le perfectionnement de leurs compétences et de leurs connaissances pour participer à l’avancement des connaissances en enseignement et en apprentissage. L’analyse du contenu des sites Web des centres a été utilisée pour déterminer les stratégies employées pour soutenir cet avancement. Les principales stratégies consistent à fournir de l’information et des bourses. Les recommandations portent sur l’augmentation de la visibilité de l’avancement de ces connaissances et sur son intégration aux activités du centre. Les données remettent en cause la viabilité d’une stratégie nationale visant à améliorer l’enseignement grâce à l’avancement des connaissances en enseignement et en apprentissage.

Transforming Introductory Sociology with Team-Based Learning: Sufficient Value and Surmountable Challenge?

2020 ◽  
Vol 48 (4) ◽  
pp. 272-282
Author(s):  
Jennifer Roebuck Bulanda ◽  
Shelby Frye
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Student Resistance ◽  
Teaching Techniques ◽  
Scholarship Of Teaching ◽  
Traditional Lecture ◽  
Introductory Sociology ◽  
Team Based Learning ◽  
Potential Benefits

Team-Based Learning (TBL) is a highly structured, immersive teaching strategy that emphasizes active learning through peer teams. Despite its many potential benefits for teaching introductory sociology, it has been slow to gain traction in the discipline. Instructors may debate whether the value of TBL is sufficient to justify its challenges, which may include student resistance, increased time demands, and difficulty envisioning implementation. We aim to resolve this debate in four ways by (1) familiarizing faculty with the TBL method, (2) examining the value of TBL for students and instructors, (3) discussing strategies for overcoming challenges, and (4) offering an example of how TBL can be implemented in an introductory sociology course. As the scholarship of teaching and learning continues to challenge faculty to implement forward-thinking teaching techniques that move beyond traditional lecture, we conclude that TBL offers a compelling framework for transforming the introductory sociology course.

A Latter-Day Sodom and Babylon

2019 ◽  
pp. 1-28 ◽  
Author(s):  
Floribert Patrick C. Endong
Keyword(s):  
Social Networks ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Gay Rights ◽  
The Social ◽  
Culture Influence ◽  
Research Questions ◽  
Gay Movement ◽  
New Religion ◽  
The U.S

This chapter examines the manner in which Nigerian bloggers and web journalists interpreted, framed and represented Obama's gay rights diplomacy in Nigeria. The chapter specifically explores the extent to which these web journalists' interpretations of the American pro-gay movement generated new religion-inspired representations of the U.S. government and Americans on the social networks. The study is based on a quantitative and qualitative content analysis of over 162 online articles generated by Nigerian citizen journalists in reaction to Obama's gay rights advocacy in Nigeria and Africa. It answers the following research questions: how did Nigerian web/citizen journalists frame Obama's pro-gay move? What was their tone? How did they represent America and its people in their articles or posts? And how did religion and culture influence the latter's representations of America and Americans?

scholarly journals Individual Responses in the Domestic Horse Regarding Human Behaviour in Identical Settings

2019 ◽  
Author(s):  
Kathrin Schütz ◽  
Annika Rötters ◽  
Lara Oebel
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Human Behaviour ◽  
Domestic Horse ◽  
Chi Square ◽  
Human Individual ◽  
Chi Square Test ◽  
Quantitative Analyses ◽  
Research Gap ◽  
Oriented System

Although there has been research regarding the response of horses to human behaviour, there is still a gap concerning the knowledge about the interaction of horses and humans in showing individual responses to different human behaviour in the same situation. In this work, the horses´ individual responses to different humans were examined to close this research gap and to identify whether or not horses actually respond differently to different people. To this end, 29 interactions between horses and humans, where the humans were supposed to lead the horse through a training course (including two identical exercises in each situation) were videoed and then transcribed in the style of the action-oriented system of notations HANOS (Handlungsorientiertes Notationssystem). The qualitative content analysis was appropriated on the basis of Mayring. Just nonverbal interactions between each person and one horse were focused. In total, just under 600 interactions were analyzed and categorized. The categories were then put into a chi-square-test (quantitative analyses). Based on these analyses, it can be assumed that each human individual received an individual, different feedback from the horses.

A Content Analysis of Nine Literacy Journals, 2009-2014

2016 ◽  
Vol 48 (4) ◽  
pp. 476-502 ◽  
Author(s):  
Seth A. Parsons ◽  
Melissa A. Gallagher ◽  
Keyword(s):  
Content Analysis ◽  
Teaching And Learning ◽  
Data Sources ◽  
Chi Square ◽  
Theoretical Perspectives ◽  
Rigorous Research ◽  
Research Designs ◽  
Research Questions ◽  
Frequency Counts ◽  
Literacy Research

The purpose of this study was to determine the topics being studied, theoretical perspectives being used, and methods being implemented in current literacy research. A research team completed a content analysis of nine journals from 2009 to 2014 to gather data. In the 1,238 articles analyzed, the topics, theoretical perspectives, research designs, and data sources were recorded. Frequency counts of these findings are presented for each journal. Chi-square tests of independence revealed statistically significant differences among the topics, theoretical perspectives, designs, and data sources across the nine journals. These results suggest that the field of literacy research may be fragmented, which has been a concern for literacy researchers since the paradigm wars of the 1980s and 1990s. We urge the literacy research community to continue to demand rigorous research, but to do so in a way that appreciates the power in viewing and studying teaching and learning from diverse perspectives, using diverse methods, and with recognition that a foundational aspect of rigorous research is the match between research questions asked and research methods used.

Developing a Researchable Question

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Situational Factors ◽  
Disciplinary Knowledge ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Educational Literature ◽  
Research Questions ◽  
And Mathematics

Chapter 2 describes how to convert a problem or question about teaching or learning into a researchable question. It uses a taxonomy of scholarship of teaching and learning (SoTL) questions—What works? What is? What could be?—derived from the work of Carnegie scholars to guide the framing of a question. Since initially, most SoTL questions are quite broad, the chapter considers several methods for refining questions. It discusses how to conduct searches of educational literature and why they are valuable when developing a question. It shows how to use disciplinary knowledge and situational factors to refine a question. It describes how identifying underlying assumptions and considering feasibility can help to further refine or perhaps reformulate SoTL research questions. Multiple examples from and references to published SoTL studies of teaching and learning in science engineering and mathematics are provided.

scholarly journals Pedagogical Possibilities: A Review of Approaches to Undergraduate Teaching in Buddhist Studies

Religions ◽  
2021 ◽  
Vol 12 (4) ◽  
pp. 231
Author(s):  
Beverley McGuire
Keyword(s):  
Teaching And Learning ◽  
Learning Goals ◽  
Undergraduate Teaching ◽  
Review Of The Literature ◽  
Scholarship Of Teaching ◽  
Comprehensive Review ◽  
Buddhist Studies ◽  
Backward Design ◽  
Big Ideas

This article presents a comprehensive review of the literature on teaching in Buddhist Studies within a framework of backward design, which begins by identifying our learning goals, then determining evidence of learning and planning course activities to facilitate such learning. It identifies big ideas in Buddhist Studies and transferrable skills that could serve as learning goals for our undergraduate courses. Finally, it concludes by suggesting future avenues of research about Buddhist pedagogy in the field of scholarship of teaching and learning.

scholarly journals UTILIZING PRAGMATISM PRINCIPLES IN LEARNING JAZZ GUITAR REHARMONIZATION TECHNIQUE USING MALAY ASLI SONG

2020 ◽  
Vol 3 (1) ◽  
pp. 54-66
Author(s):  
Chamil Arkhasa Nikko Mazlan ◽  
Mohd Hassan Abdullah
Keyword(s):  
Content Analysis ◽  
Music Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Traditional Music ◽  
Music Educators ◽  
Western Music ◽  
Context Of Learning

This article proposes a pragmatism approach useful in explaining the logic of learning jazz guitar reharmonization techniques. Music and practices are both unseparated and unified in the field of music education. This poses challenges for traditional and western music consolidation because reharmonization technique is only known in western music repertoires while traditional music normally utilizes old-style repertoires. Some practitioners rooted in dogmatic thinking still maintain authenticity and traditions. In this study, our data is gathered using qualitative content analysis. We then identified similarity of pragmatism principles along with the interpretation of jazz reharmonization techniques. We suggest that pragmatism approach is a useful pathway for music educators to reconceptualize teaching and learning of traditional music using jazz reharmonization technique and then, recreate and innovate a new sound and context of learning jazz harmony rather than using jazz standards repertoires.

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