David G. Bromley
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780195177299
- eISBN:
- 9780199785537
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195177299.001.0001
- Subject:
- Religion, Religion and Society
Since its inception around 1970, the study of new religious movements (NRMs) has evolved into an established multidisciplinary field. At the same time, both the movements and the scholars who study ...
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Since its inception around 1970, the study of new religious movements (NRMs) has evolved into an established multidisciplinary field. At the same time, both the movements and the scholars who study them have been the subjects of intense controversy. In this book, a group of senior NRM scholars who have been instrumental in the development of the field offer pivotal essays in the form of chapters that present the basics of NRM scholarship along with guidance for teachers on classroom use.Less
Since its inception around 1970, the study of new religious movements (NRMs) has evolved into an established multidisciplinary field. At the same time, both the movements and the scholars who study them have been the subjects of intense controversy. In this book, a group of senior NRM scholars who have been instrumental in the development of the field offer pivotal essays in the form of chapters that present the basics of NRM scholarship along with guidance for teachers on classroom use.
Steven Brint
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182667
- eISBN:
- 9780691184890
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182667.001.0001
- Subject:
- Education, Higher and Further Education
Today's headlines suggest that universities' power to advance knowledge and shape American society is rapidly declining. But this book's author has tracked numerous trends demonstrating their ...
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Today's headlines suggest that universities' power to advance knowledge and shape American society is rapidly declining. But this book's author has tracked numerous trends demonstrating their vitality. After a recent period that witnessed soaring student enrollment and ample research funding, the book argues that universities are in a better position than ever before. Focusing on the years 1980–2015, it details the trajectory of American universities, which was influenced by evolving standards of disciplinary professionalism, market-driven partnerships (especially with scientific and technological innovators outside the academy), and the goal of social inclusion. Conflicts arose: academic entrepreneurs, for example, flouted their campus responsibilities, and departments faced backlash over the hiring of scholars with nontraditional research agendas. Nevertheless, educators' commitments to technological innovation and social diversity prevailed and created a new dynamism. The book documents these successes along with the challenges that result from rapid change. Today, knowledge-driven industries generate almost half of US GDP, but divisions by educational level split the American political order. Students flock increasingly to fields connected to the power centers of American life and steer away from the liberal arts. And opportunities for economic mobility are expanding even as academic expectations decline. In describing how universities can meet such challenges head on, especially in improving classroom learning, the book offers not only a clear-eyed perspective on the current state of American higher education but also a pragmatically optimistic vision for the future.Less
Today's headlines suggest that universities' power to advance knowledge and shape American society is rapidly declining. But this book's author has tracked numerous trends demonstrating their vitality. After a recent period that witnessed soaring student enrollment and ample research funding, the book argues that universities are in a better position than ever before. Focusing on the years 1980–2015, it details the trajectory of American universities, which was influenced by evolving standards of disciplinary professionalism, market-driven partnerships (especially with scientific and technological innovators outside the academy), and the goal of social inclusion. Conflicts arose: academic entrepreneurs, for example, flouted their campus responsibilities, and departments faced backlash over the hiring of scholars with nontraditional research agendas. Nevertheless, educators' commitments to technological innovation and social diversity prevailed and created a new dynamism. The book documents these successes along with the challenges that result from rapid change. Today, knowledge-driven industries generate almost half of US GDP, but divisions by educational level split the American political order. Students flock increasingly to fields connected to the power centers of American life and steer away from the liberal arts. And opportunities for economic mobility are expanding even as academic expectations decline. In describing how universities can meet such challenges head on, especially in improving classroom learning, the book offers not only a clear-eyed perspective on the current state of American higher education but also a pragmatically optimistic vision for the future.
Mary Jane Horton
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0005
- Subject:
- Religion, World Religions
This chapter discusses teaching religion and in particular, teaching the African American religious experience. Topics covered include how to create a community of learners by establishing class ...
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This chapter discusses teaching religion and in particular, teaching the African American religious experience. Topics covered include how to create a community of learners by establishing class norms, using classroom activities, and introducing womanist thought in class.Less
This chapter discusses teaching religion and in particular, teaching the African American religious experience. Topics covered include how to create a community of learners by establishing class norms, using classroom activities, and introducing womanist thought in class.
Elaine Howard Ecklund
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195392982
- eISBN:
- 9780199777105
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195392982.003.0005
- Subject:
- Religion, Religion and Society
More than any other venue, university classrooms are the front lines of any science professor’s conflict with the American public. Scientists are pressed by their students to respond to religion in ...
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More than any other venue, university classrooms are the front lines of any science professor’s conflict with the American public. Scientists are pressed by their students to respond to religion in the classroom—what Ecklund calls environmental push. She shows that scientists use different cultural scripts (blueprints or road maps that tell them what to do) for handling religion in the classroom. Some use language focusing on the separation of church and state to suppress all discussion of religion. Others are loath to address a topic so far outside their specialty. Still another group believes that religion is just irrelevant to science. But Ecklund also describes the group of scientists who do want positive engagement with religion while teaching in university classrooms. These professors think they simply cannot be effective teachers when they ignore student concerns about religion. This chapter responds to their dilemma by highlighting the kinds of scripts some scientists (religious or not) have developed to discuss religion in science classrooms.Less
More than any other venue, university classrooms are the front lines of any science professor’s conflict with the American public. Scientists are pressed by their students to respond to religion in the classroom—what Ecklund calls environmental push. She shows that scientists use different cultural scripts (blueprints or road maps that tell them what to do) for handling religion in the classroom. Some use language focusing on the separation of church and state to suppress all discussion of religion. Others are loath to address a topic so far outside their specialty. Still another group believes that religion is just irrelevant to science. But Ecklund also describes the group of scientists who do want positive engagement with religion while teaching in university classrooms. These professors think they simply cannot be effective teachers when they ignore student concerns about religion. This chapter responds to their dilemma by highlighting the kinds of scripts some scientists (religious or not) have developed to discuss religion in science classrooms.
Kathleen Garces‐Foley
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195335224
- eISBN:
- 9780199868810
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335224.003.0015
- Subject:
- Religion, Religion and Society
In the classroom we can light incense, listen to dirges, watch videos of funerals, and pass around a cremation urn, but these encounters with the intersection of death and religion are taken out of ...
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In the classroom we can light incense, listen to dirges, watch videos of funerals, and pass around a cremation urn, but these encounters with the intersection of death and religion are taken out of their social context. By moving students beyond the classroom, we force them to step beyond the comfort of academic distance and encounter religion and death on their own terms. This chapter describes the pedagogical benefits of site visits and how they can enhance the study of death from a “lived religion” perspective. It also explores ethical issues arising from site visits and suggests practical ways to maximize the success of the site visit, from planning the trip to student preparation through the follow-up analysis. Lastly, it offers specific suggestions for visits to the most common sites used in death courses, namely cemeteries and funeral homes.Less
In the classroom we can light incense, listen to dirges, watch videos of funerals, and pass around a cremation urn, but these encounters with the intersection of death and religion are taken out of their social context. By moving students beyond the classroom, we force them to step beyond the comfort of academic distance and encounter religion and death on their own terms. This chapter describes the pedagogical benefits of site visits and how they can enhance the study of death from a “lived religion” perspective. It also explores ethical issues arising from site visits and suggests practical ways to maximize the success of the site visit, from planning the trip to student preparation through the follow-up analysis. Lastly, it offers specific suggestions for visits to the most common sites used in death courses, namely cemeteries and funeral homes.
Kim Cornish and John Wilding
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780195179941
- eISBN:
- 9780199864652
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195179941.003.010
- Subject:
- Neuroscience, Behavioral Neuroscience, Development
Chapter 10 addresses the significant issue of treatment of attentional impairment through both stimulant medication and psychosocial intervention. A considerable literature exists examining the ...
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Chapter 10 addresses the significant issue of treatment of attentional impairment through both stimulant medication and psychosocial intervention. A considerable literature exists examining the positive impact of stimulants, mainly methylphehidate (MPH), and psychosocial treatments in reducing the symptoms of ADHD. With respect to pharmacologic intervention the authors discuss the influence of co-morbid disorders and dosage, and note adverse side-effects of these agents. They also discuss findings of such psychosocial approaches as parent-based, cognitive-based, and computer-based training, and discuss the findings of the Multimodal Treatment Study of Children with ADHD. Nevertheless the treatment of other neurodevelopmental disorders of attention is one that should be addressed by innovative future research.Less
Chapter 10 addresses the significant issue of treatment of attentional impairment through both stimulant medication and psychosocial intervention. A considerable literature exists examining the positive impact of stimulants, mainly methylphehidate (MPH), and psychosocial treatments in reducing the symptoms of ADHD. With respect to pharmacologic intervention the authors discuss the influence of co-morbid disorders and dosage, and note adverse side-effects of these agents. They also discuss findings of such psychosocial approaches as parent-based, cognitive-based, and computer-based training, and discuss the findings of the Multimodal Treatment Study of Children with ADHD. Nevertheless the treatment of other neurodevelopmental disorders of attention is one that should be addressed by innovative future research.
Wendy Luttrell
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781447352853
- eISBN:
- 9781447353317
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447352853.001.0001
- Subject:
- Social Work, Children and Families
Urban educational research, practice, and policy is preoccupied with problems, brokenness, stigma, and blame. As a result, too many people are unable to recognize the capacities and desires of ...
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Urban educational research, practice, and policy is preoccupied with problems, brokenness, stigma, and blame. As a result, too many people are unable to recognize the capacities and desires of children and youth growing up in working-class communities. This book offers an alternative angle of vision—animated by young people's own photographs, videos, and perspectives over time. It shows how a racially, ethnically, and linguistically diverse community of young people in Worcester, Massachusetts, used cameras at different ages to capture and value the centrality of care in their lives, homes, and classrooms. The book's layered analysis of the young people's images and narratives boldly refutes biased assumptions about working-class childhoods and re-envisions schools as inclusive, imaginative, and “careful” spaces. The book challenges us to see differently and, thus, set our sights on a better future.Less
Urban educational research, practice, and policy is preoccupied with problems, brokenness, stigma, and blame. As a result, too many people are unable to recognize the capacities and desires of children and youth growing up in working-class communities. This book offers an alternative angle of vision—animated by young people's own photographs, videos, and perspectives over time. It shows how a racially, ethnically, and linguistically diverse community of young people in Worcester, Massachusetts, used cameras at different ages to capture and value the centrality of care in their lives, homes, and classrooms. The book's layered analysis of the young people's images and narratives boldly refutes biased assumptions about working-class childhoods and re-envisions schools as inclusive, imaginative, and “careful” spaces. The book challenges us to see differently and, thus, set our sights on a better future.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0006
- Subject:
- Social Work, Children and Families
Following directions and listening to teachers have been defined as “academic enablers” and are fundamental to the development of social competence and effective learning. One study suggest that ...
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Following directions and listening to teachers have been defined as “academic enablers” and are fundamental to the development of social competence and effective learning. One study suggest that between 2% and 16% of youth in the United States can be characterized as having oppositional defiant disorder combined with conduct disorder, while another argues that over half of U.S. adolescents who fail to complete their high school experience have a diagnosable psychiatric disorder. Not surprisingly, the presence of young children in school settings who display challenging behavior patterns that severely stress the management skills of teachers is at an all-time high and is of significant concern to teachers. Children who fail to negotiate the demands of teachers (the ones who control instructional settings), often do not get off to a good start in school and set in motion a downward spiral that can severely impair their school success. Not following classroom rules is defined as non-compliance within the classroom setting. Noncompliance can include overt (e.g. refusal to follow rules, direct challenges to the teacher's authority) or covert (e.g. passively ignoring rules or requests) student responses. This chapter discusses intervention programs or strategies for which the primary outcome is to improve compliance in the classroom.Less
Following directions and listening to teachers have been defined as “academic enablers” and are fundamental to the development of social competence and effective learning. One study suggest that between 2% and 16% of youth in the United States can be characterized as having oppositional defiant disorder combined with conduct disorder, while another argues that over half of U.S. adolescents who fail to complete their high school experience have a diagnosable psychiatric disorder. Not surprisingly, the presence of young children in school settings who display challenging behavior patterns that severely stress the management skills of teachers is at an all-time high and is of significant concern to teachers. Children who fail to negotiate the demands of teachers (the ones who control instructional settings), often do not get off to a good start in school and set in motion a downward spiral that can severely impair their school success. Not following classroom rules is defined as non-compliance within the classroom setting. Noncompliance can include overt (e.g. refusal to follow rules, direct challenges to the teacher's authority) or covert (e.g. passively ignoring rules or requests) student responses. This chapter discusses intervention programs or strategies for which the primary outcome is to improve compliance in the classroom.
Richa Nagar
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780252042577
- eISBN:
- 9780252051418
- Item type:
- book
- Publisher:
- University of Illinois Press
- DOI:
- 10.5622/illinois/9780252042577.001.0001
- Subject:
- Society and Culture, Gender Studies
The dominant landscape of knowledge and policy rests on a fundamental inequality: bodies who are seen as hungry are deemed available for the interventions of experts, but those experts often ...
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The dominant landscape of knowledge and policy rests on a fundamental inequality: bodies who are seen as hungry are deemed available for the interventions of experts, but those experts often obliterate the ways that hungry people actively create politics and knowledge by living dynamic visions of what is ethical and what makes the good life. Hungry Translations approaches this socio-political and epistemic injustice by embodying a radically vulnerable collective praxis of unlearning and relearning that interweaves critical epistemology with critical pedagogy as an ongoing movement of relationships, visions, and modes of being. It argues for an ever-evolving quest that refuses imposed frameworks and that seeks to open up spaces for embracing the serendipitous and the untranslatable in the relation between self and other. Through storytelling, poems, diaries, songs, and play, Nagar theorizes lessons from journeys undertaken with thousands of co-travellers in three interrelated realms of embodied learning: the first comprises Sangtin Kisan Mazdoor Sangathan, a movement of 8000 small farmers and mazdoors working in Sitapur District of Uttar Pradesh. The second sphere involves a partnership with Parakh Theatre to collectively interrogate Hindu Brahmanical patriarchy, casteism, hunger, and death with 20 amateur and professional actors in Mumbai. Third, these interlayered journeys birth "Stories, Bodies, Movements: A Syllabus in Fifteen Acts," a course that grapples with continuous relearning of our worlds by reimagining the classroom through theatre.Less
The dominant landscape of knowledge and policy rests on a fundamental inequality: bodies who are seen as hungry are deemed available for the interventions of experts, but those experts often obliterate the ways that hungry people actively create politics and knowledge by living dynamic visions of what is ethical and what makes the good life. Hungry Translations approaches this socio-political and epistemic injustice by embodying a radically vulnerable collective praxis of unlearning and relearning that interweaves critical epistemology with critical pedagogy as an ongoing movement of relationships, visions, and modes of being. It argues for an ever-evolving quest that refuses imposed frameworks and that seeks to open up spaces for embracing the serendipitous and the untranslatable in the relation between self and other. Through storytelling, poems, diaries, songs, and play, Nagar theorizes lessons from journeys undertaken with thousands of co-travellers in three interrelated realms of embodied learning: the first comprises Sangtin Kisan Mazdoor Sangathan, a movement of 8000 small farmers and mazdoors working in Sitapur District of Uttar Pradesh. The second sphere involves a partnership with Parakh Theatre to collectively interrogate Hindu Brahmanical patriarchy, casteism, hunger, and death with 20 amateur and professional actors in Mumbai. Third, these interlayered journeys birth "Stories, Bodies, Movements: A Syllabus in Fifteen Acts," a course that grapples with continuous relearning of our worlds by reimagining the classroom through theatre.
David P. Farrington and Brandon C. Welsh
- Published in print:
- 2006
- Published Online:
- May 2012
- ISBN:
- 9780195304091
- eISBN:
- 9780199944071
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195304091.003.0024
- Subject:
- Sociology, Law, Crime and Deviance
This chapter evaluates the effectiveness of early peer, school, and community interventions in preventing delinquency and later offending. The findings reveal that the community-based approach is ...
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This chapter evaluates the effectiveness of early peer, school, and community interventions in preventing delinquency and later offending. The findings reveal that the community-based approach is usually not effective while little can be said about the effectiveness of peer-based programs to prevent delinquency. This chapter identifies four intervention modalities that were effective in preventing delinquency among youths in middle school and high school. These include school and discipline management, classroom or instructional management and the reorganization of grades or classes.Less
This chapter evaluates the effectiveness of early peer, school, and community interventions in preventing delinquency and later offending. The findings reveal that the community-based approach is usually not effective while little can be said about the effectiveness of peer-based programs to prevent delinquency. This chapter identifies four intervention modalities that were effective in preventing delinquency among youths in middle school and high school. These include school and discipline management, classroom or instructional management and the reorganization of grades or classes.
Joel Best
- Published in print:
- 2006
- Published Online:
- March 2012
- ISBN:
- 9780520246263
- eISBN:
- 9780520932357
- Item type:
- book
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520246263.001.0001
- Subject:
- Sociology, Social Research and Statistics
While fads such as hula hoops or streaking are usually dismissed as silly enthusiasms, trends in institutions such as education, business, medicine, science, and criminal justice are often taken ...
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While fads such as hula hoops or streaking are usually dismissed as silly enthusiasms, trends in institutions such as education, business, medicine, science, and criminal justice are often taken seriously, even though their popularity and usefulness are sometimes short lived. Institutional fads such as open classrooms, quality circles, and multiple-personality disorder are constantly making the rounds, promising astonishing new developments: novel ways of teaching reading or arithmetic, better methods of managing businesses, or improved treatments for disease. Some of these trends prove to be lasting innovations, but others—after absorbing extraordinary amounts of time and money—are abandoned and forgotten, soon to be replaced by other new schemes. In this book, the author explores the range of institutional fads, analyzes the features of our culture that foster them, and identifies the major stages of the fad cycle; emerging, surging, and purging. Deconstructing the ways that this system plays into our notions of reinvention, progress, and perfectibility, the book examines the causes and consequences of fads, and suggests ways of fad-proofing our institutions.Less
While fads such as hula hoops or streaking are usually dismissed as silly enthusiasms, trends in institutions such as education, business, medicine, science, and criminal justice are often taken seriously, even though their popularity and usefulness are sometimes short lived. Institutional fads such as open classrooms, quality circles, and multiple-personality disorder are constantly making the rounds, promising astonishing new developments: novel ways of teaching reading or arithmetic, better methods of managing businesses, or improved treatments for disease. Some of these trends prove to be lasting innovations, but others—after absorbing extraordinary amounts of time and money—are abandoned and forgotten, soon to be replaced by other new schemes. In this book, the author explores the range of institutional fads, analyzes the features of our culture that foster them, and identifies the major stages of the fad cycle; emerging, surging, and purging. Deconstructing the ways that this system plays into our notions of reinvention, progress, and perfectibility, the book examines the causes and consequences of fads, and suggests ways of fad-proofing our institutions.
J. H. Abramson
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199239481
- eISBN:
- 9780191716973
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199239481.003.028
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
There is no single ideal way to teach epidemiology. Teaching takes place in different situations, and its techniques and content differ. A good teaching programme is one that is geared to its ...
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There is no single ideal way to teach epidemiology. Teaching takes place in different situations, and its techniques and content differ. A good teaching programme is one that is geared to its students' needs, capacity, interests and preferences, and which utilizes the available situations and techniques to provide learning opportunities that will achieve its objectives. This chapter reviews some features of the teaching of epidemiology inside and outside the classroom. It starts with discussions of teaching objectives and other factors that affect the choice of teaching methods, and then deals in turn with conventional classroom methods, laboratory teaching (problem-solving and other exercises), self-instruction, problem-oriented projects, distance learning, and combined methods of teaching. Separate consideration is then given to teaching in the hospital and in the field (with special attention to teaching in a community health centre).Less
There is no single ideal way to teach epidemiology. Teaching takes place in different situations, and its techniques and content differ. A good teaching programme is one that is geared to its students' needs, capacity, interests and preferences, and which utilizes the available situations and techniques to provide learning opportunities that will achieve its objectives. This chapter reviews some features of the teaching of epidemiology inside and outside the classroom. It starts with discussions of teaching objectives and other factors that affect the choice of teaching methods, and then deals in turn with conventional classroom methods, laboratory teaching (problem-solving and other exercises), self-instruction, problem-oriented projects, distance learning, and combined methods of teaching. Separate consideration is then given to teaching in the hospital and in the field (with special attention to teaching in a community health centre).
Naomi Greene and Tarun Bhatnagar
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199239481
- eISBN:
- 9780191716973
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199239481.003.031
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
The core epidemiologic concepts that are the subject of any methods course may appear clear-cut and simple on the surface but are, in fact, multilayered with many finely distinguished subtleties. It ...
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The core epidemiologic concepts that are the subject of any methods course may appear clear-cut and simple on the surface but are, in fact, multilayered with many finely distinguished subtleties. It is imperative that students new to the field be articulately walked through the material and not be misinformed. Having a firm command of these concepts is a vital prerequisite for becoming a teaching assistant (TA) for any methods course. The duties and responsibilities of a TA vary according to the educational institution, level of study (i.e. graduate versus undergraduate), and area of concentration (i.e. for majors or non-majors), but there is a common thread that runs true regardless of the situation: the TA represents the bridge between the professor and the student. This chapter discusses the roles and responsibilities of TAs.Less
The core epidemiologic concepts that are the subject of any methods course may appear clear-cut and simple on the surface but are, in fact, multilayered with many finely distinguished subtleties. It is imperative that students new to the field be articulately walked through the material and not be misinformed. Having a firm command of these concepts is a vital prerequisite for becoming a teaching assistant (TA) for any methods course. The duties and responsibilities of a TA vary according to the educational institution, level of study (i.e. graduate versus undergraduate), and area of concentration (i.e. for majors or non-majors), but there is a common thread that runs true regardless of the situation: the TA represents the bridge between the professor and the student. This chapter discusses the roles and responsibilities of TAs.
Geetha B. Nambissan and S. Srinivasa Rao
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780198082866
- eISBN:
- 9780199082254
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198082866.003.0005
- Subject:
- Sociology, Education
This chapter examines the sociology of schooling in India, and describes the contours of this field of research. It highlights the failure to realize the full potential of sociological research in ...
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This chapter examines the sociology of schooling in India, and describes the contours of this field of research. It highlights the failure to realize the full potential of sociological research in India, and to open up the so-called black box of schooling. The author feels that Indian schools and classrooms are among the most under-researched segments of the sociology of education (SoE), and this neglect has led to a glossing over of complex processes that mediate school experiences and influence learning in children. She stresses the need for sociologists to study learning contexts and schooling processes in order to better understand the potential and limitations of the institution of formal education in India. In this context, the author discusses the complex practices and processes of discrimination, disadvantage, as well as spaces that provide opportunities for exclusion of lower caste students, or dalits, within educational institutions. The author feels that SoE has a critical role to play in bringing in the language of possibility for the equitable inclusion of such excluded groups. For this, the building of a theoretical and empirical understanding of schools as institutions within Indian society—keeping in mind their linkages with the larger social context—becomes very important.Less
This chapter examines the sociology of schooling in India, and describes the contours of this field of research. It highlights the failure to realize the full potential of sociological research in India, and to open up the so-called black box of schooling. The author feels that Indian schools and classrooms are among the most under-researched segments of the sociology of education (SoE), and this neglect has led to a glossing over of complex processes that mediate school experiences and influence learning in children. She stresses the need for sociologists to study learning contexts and schooling processes in order to better understand the potential and limitations of the institution of formal education in India. In this context, the author discusses the complex practices and processes of discrimination, disadvantage, as well as spaces that provide opportunities for exclusion of lower caste students, or dalits, within educational institutions. The author feels that SoE has a critical role to play in bringing in the language of possibility for the equitable inclusion of such excluded groups. For this, the building of a theoretical and empirical understanding of schools as institutions within Indian society—keeping in mind their linkages with the larger social context—becomes very important.
Robert Rosenthal
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195385540
- eISBN:
- 9780199869824
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195385540.003.0032
- Subject:
- Psychology, Social Psychology
Theoretical integration, applications in other areas (e.g., teachers’ expectations and their students’ performance), and procedures for dealing with experimenter expectancy effects within this ...
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Theoretical integration, applications in other areas (e.g., teachers’ expectations and their students’ performance), and procedures for dealing with experimenter expectancy effects within this conceptual framework, including the sampling of experimenters, blind and minimized contact between experimenters and subjects, expectancy control groups, and so on.Less
Theoretical integration, applications in other areas (e.g., teachers’ expectations and their students’ performance), and procedures for dealing with experimenter expectancy effects within this conceptual framework, including the sampling of experimenters, blind and minimized contact between experimenters and subjects, expectancy control groups, and so on.
John Paul Eberhard
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780195331721
- eISBN:
- 9780199864058
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195331721.003.0002
- Subject:
- Neuroscience, Behavioral Neuroscience, Techniques
This chapter is centered on a discussion of the architecture of schools, including three examples of existing schools. It includes a discussion of how cognitive neuroscience is helping to understand ...
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This chapter is centered on a discussion of the architecture of schools, including three examples of existing schools. It includes a discussion of how cognitive neuroscience is helping to understand the experiences of children in classroom settings. An important portion of this chapter is devoted to descriptions of potential hypotheses (with background introductions) related to children in classrooms.Less
This chapter is centered on a discussion of the architecture of schools, including three examples of existing schools. It includes a discussion of how cognitive neuroscience is helping to understand the experiences of children in classroom settings. An important portion of this chapter is devoted to descriptions of potential hypotheses (with background introductions) related to children in classrooms.
Brandon C. Welsh, Mark W. Lipsey, Frederick P. Rivara, J. David Hawkins, Steve Aos, and Meghan E. Hollis-Peel
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199828166
- eISBN:
- 9780199951208
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199828166.003.0009
- Subject:
- Sociology, Law, Crime and Deviance
A number of conclusions can be drawn about the state of evidence on the effectiveness of prevention and intervention programs to reduce serious offending in early adulthood. First, there are some ...
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A number of conclusions can be drawn about the state of evidence on the effectiveness of prevention and intervention programs to reduce serious offending in early adulthood. First, there are some promising signs that early prevention programs can produce lasting effects on offending and other important life-course outcomes into the early adult years. At the individual level, preschool intellectual enrichment programs look to be especially effective. At the school level, multi-component programs emphasizing classroom behavior management seem to be promising. Second, there are some promising signs that family-based interventions for adjudicated delinquents that operate outside of the juvenile justice system can reduce offending in early adulthood. These include multisystemic therapy and multidimensional treatment foster care. Third, the available evidence about intervention modalities used with both juvenile and adult offenders indicates that their effects are substantially similar. This generality across the major age divide in juvenile and criminal justice implies that such programs should be effective with young adult offenders as well. Fourth, there are a number of evidence-based programs for juvenile and young adult offenders that can produce monetary benefits that exceed costs. Gaps in knowledge and priorities for research are also discussed.Less
A number of conclusions can be drawn about the state of evidence on the effectiveness of prevention and intervention programs to reduce serious offending in early adulthood. First, there are some promising signs that early prevention programs can produce lasting effects on offending and other important life-course outcomes into the early adult years. At the individual level, preschool intellectual enrichment programs look to be especially effective. At the school level, multi-component programs emphasizing classroom behavior management seem to be promising. Second, there are some promising signs that family-based interventions for adjudicated delinquents that operate outside of the juvenile justice system can reduce offending in early adulthood. These include multisystemic therapy and multidimensional treatment foster care. Third, the available evidence about intervention modalities used with both juvenile and adult offenders indicates that their effects are substantially similar. This generality across the major age divide in juvenile and criminal justice implies that such programs should be effective with young adult offenders as well. Fourth, there are a number of evidence-based programs for juvenile and young adult offenders that can produce monetary benefits that exceed costs. Gaps in knowledge and priorities for research are also discussed.
Robert A. LeVine, Sarah LeVine, Beatrice Schnell-Anzola, Meredith L. Rowe, and Emily Dexter
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195309829
- eISBN:
- 9780199932733
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195309829.001.0001
- Subject:
- Psychology, Developmental Psychology
Decades of research have shown that women’s school attainment is correlated with reduced child mortality and fertility in developing countries – without clarifying the processes involved. This book ...
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Decades of research have shown that women’s school attainment is correlated with reduced child mortality and fertility in developing countries – without clarifying the processes involved. This book proposes that literate communication skills acquired in Western-type schools constitute a causal link between schooling and maternal behavior in bureaucratic health care settings, contributing to the decline in birth and death rates. The book reviews the history of mass schooling and its diffusion, the evidence on women’s schooling in demographic transition, and the re-conceptualization of literacy in educational research. Then it presents data on the literacy skills and maternal behavior of mothers in four countries – Mexico, Nepal, Venezuela and Zambia – finding that literacy and language skills acquired in school were retained into a woman’s child-bearing years, that literacy mediates the effect of schooling on a mother’s comprehension of health messages in print and broadcast media and on her health navigation skill – with other socioeconomic factors (urban or rural residence, income, husband’s education, parents’ education) controlled. Literacy also influences mothers’ tendencies to talk and read to their young children. The theory of communicative socialization emerging from this research indicates that girls acquire from teacher-pupil interaction the tendencies to act like pupils in health care settings and like teachers with their own children, thus using their literacy skills in ways standardized by classroom experience. This new account of maternal health literacy and health navigation skills is empirically supported by the evidence presented in the book but needs further validation from longitudinal research.Less
Decades of research have shown that women’s school attainment is correlated with reduced child mortality and fertility in developing countries – without clarifying the processes involved. This book proposes that literate communication skills acquired in Western-type schools constitute a causal link between schooling and maternal behavior in bureaucratic health care settings, contributing to the decline in birth and death rates. The book reviews the history of mass schooling and its diffusion, the evidence on women’s schooling in demographic transition, and the re-conceptualization of literacy in educational research. Then it presents data on the literacy skills and maternal behavior of mothers in four countries – Mexico, Nepal, Venezuela and Zambia – finding that literacy and language skills acquired in school were retained into a woman’s child-bearing years, that literacy mediates the effect of schooling on a mother’s comprehension of health messages in print and broadcast media and on her health navigation skill – with other socioeconomic factors (urban or rural residence, income, husband’s education, parents’ education) controlled. Literacy also influences mothers’ tendencies to talk and read to their young children. The theory of communicative socialization emerging from this research indicates that girls acquire from teacher-pupil interaction the tendencies to act like pupils in health care settings and like teachers with their own children, thus using their literacy skills in ways standardized by classroom experience. This new account of maternal health literacy and health navigation skills is empirically supported by the evidence presented in the book but needs further validation from longitudinal research.
Sandra Fredman, Meghan Campbell, and Helen Taylor (eds)
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781447337638
- eISBN:
- 9781447337676
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447337638.001.0001
- Subject:
- Education, Educational Policy and Politics
Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to ...
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Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high-quality education? This book explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls' right to education and the role of courts. The book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.Less
Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high-quality education? This book explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls' right to education and the role of courts. The book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.
Michael S. Kelly, Johnny S. Kim, and Cynthia Franklin
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195366297
- eISBN:
- 9780199864010
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195366297.003.0004
- Subject:
- Social Work, Children and Families
Savvy school social workers have long known that one of their primary client populations in their schools is that of their teacher colleagues. The WOWW program is a teacher coaching intervention that ...
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Savvy school social workers have long known that one of their primary client populations in their schools is that of their teacher colleagues. The WOWW program is a teacher coaching intervention that helps school social workers target their interventions at a classroom level with the teacher and her classroom as the “client.” The intervention has shown some initial positive outcomes in pilot studies, and hopefully there will be larger-scale WOWW studies in the coming years on WOWW's impacts on teacher classroom management styles, teacher burnout, and student variables like academic achievement and attendance. With the ever-increasing pressure on both teachers and students to be productive, it is hoped that school social workers need to be using classroom interventions such as WOWW to identify the strengths of classrooms and help both teachers and students work together more effectively.Less
Savvy school social workers have long known that one of their primary client populations in their schools is that of their teacher colleagues. The WOWW program is a teacher coaching intervention that helps school social workers target their interventions at a classroom level with the teacher and her classroom as the “client.” The intervention has shown some initial positive outcomes in pilot studies, and hopefully there will be larger-scale WOWW studies in the coming years on WOWW's impacts on teacher classroom management styles, teacher burnout, and student variables like academic achievement and attendance. With the ever-increasing pressure on both teachers and students to be productive, it is hoped that school social workers need to be using classroom interventions such as WOWW to identify the strengths of classrooms and help both teachers and students work together more effectively.
