Relevant bibliographies by topics / 160809 Sociology of Education

Academic literature on the topic '160809 Sociology of Education'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "160809 Sociology of Education"

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Bolotin, I. S., and O. N. Kozlova. "Sociology and Education." Russian Education & Society 40, no. 6 (June 1998): 47–66. http://dx.doi.org/10.2753/res1060-9393400647.

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Whitty, Geoff. "Education policy and the sociology of education." International Studies in Sociology of Education 7, no. 2 (July 1997): 121–35. http://dx.doi.org/10.1080/09620219970200013.

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OKAZAKI, Hiroki. "Sociology in Secondary Education." Japanese Sociological Review 61, no. 3 (2010): 257–76. http://dx.doi.org/10.4057/jsr.61.257.

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Lindsay, Paul, R. J. Parelius, and A. P. Parelius. "The Sociology of Education." Teaching Sociology 16, no. 2 (April 1988): 215. http://dx.doi.org/10.2307/1317430.

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Gibbons, Youlanda, and Jack Demaine. "Sociology of Education Today." Contemporary Sociology 31, no. 3 (May 2002): 347. http://dx.doi.org/10.2307/3089715.

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Roberts, Lance, and Robert G. Burgess. "Sociology, Education and Schools." Canadian Journal of Education / Revue canadienne de l'éducation 15, no. 4 (1990): 472. http://dx.doi.org/10.2307/1495124.

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Ballantine, Jeanne. "Teaching sociology of Education." Teaching Education 1, no. 1 (February 1987): 33–35. http://dx.doi.org/10.1080/1047621870010109.

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Zimin, A. I. "The Sociology of Education." Russian Education & Society 36, no. 12 (December 1994): 55–70. http://dx.doi.org/10.2753/res1060-9393361255.

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Filippov, F. R. "The Sociology of Education." Russian Education & Society 37, no. 5 (May 1995): 78–94. http://dx.doi.org/10.2753/res1060-9393370578.

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Davis, Sharon G. "Sociology in music education." Music Education Research 15, no. 2 (June 2013): 249–51. http://dx.doi.org/10.1080/14613808.2013.801593.

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Dissertations / Theses on the topic "160809 Sociology of Education"

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MAN, Kit. "Citizenship education in post-1997 Hong Kong : civic education or nationalistic education?" Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/35.

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This study investigates citizenship education policy under the “One Country, Two Systems” model in Hong Kong. A number of studies have analyzed the Hong Kong-China national unification from the political, legal, economic, socio-cultural perspectives. This study approaches Hong Kong-China integration from the hotly contested issue of nationalistic education, attempted to be implemented by the Hong Kong government in the official school curriculum. I use as my data sources official documents issued by government agencies including the Chief Executive’s annual Policy Address, an internal report of the Commission on Strategic Development, and curriculum guides of the Curriculum Development Council to tease out the citizenship qualities desired by the Hong Kong government for the younger generation. Historians and social scientists distinguish between civic and ethnic types of citizenship or nationalism. While the civic model is often perceived as intrinsically liberal, voluntarist, universalist and inclusive, its ethnic “blood-and-soil” counterpart is usually associated with illiberal, authoritarian, ascriptive, particularist and excusive connotations. The widely discussed civic/ethnic dichotomy in citizenship and nationalism literature is used as the analytical framework to examine elements proposed by the government in its citizenship education documents. My research points out that the citizenship education policy in post-1997 Hong Kong under the dual process of state and national building is a hybridization of the civic/ethnic conceptions, in which the ethnic components dominate over the civic ones. I further argue that the “One Country, Two Systems” model is about the struggle between the civic and ethnic conceptions of citizenship rather than capitalism and communism. I also discuss the implications of the government’s pro-ethnic conception of citizenship education on political culture and rights of ethnic minority in Hong Kong, and the implication on the literature of sociology of citizenship.
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Trevelin, Ana Teresa Colenci. "A relação professor aluno estudada sob a ótica dos estilos de aprendizagem: análise em uma Faculdade de Tecnologia - Fatec." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-07052008-160809/.

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A educação hoje é uma prioridade visada em todo o mundo, principalmente na era do capital intelectual, onde o conhecimento torna-se o item de maior importância na corrida pela eficiência e maior competitividade. No Brasil, apesar de ser a educação superior de graduação tecnológica um tema da maior importância para o processo de inclusão social, porque promove o desenvolvimento de competências adequadas às demandas da economia globalizada, pode-se constatar que ainda há muito que se fazer. Torna-se evidente que o conhecimento e o desenvolvimento das competências, como a capacidade de processar informações, a criatividade e a iniciativa, são essenciais para o desenvolvimento e para a modernidade. Este trabalho investiga e analisa a maneira como o ensino tecnológico vem sendo ministrado em função das competências exigidas do profissional, e como o conhecimento dos estilos de aprendizagem dos alunos, ou seja, a maneira como percebem e processam as informações pode contribuir para a elaboração de estratégias de ensino, tornando-o mais eficiente e significativo. Foram coletados dados dos alunos e professores dos cursos de Tecnologia de Produção Industrial e Tecnologia em Processamento de Dados da Faculdade de Tecnologia de Taquaritinga, utilizando os inventários de Felder e Soloman e o de Keirsey e Bates. A partir da análise dos dados, buscou-se traçar um perfil dos estilos de aprendizagem dominantes dos alunos e professores, compará-los e em seguida fazer uma correlação com os dados do Sistema de Avaliação Institucional, o SAI, da própria faculdade, no sentido de verificar se os altos índices de reprovação em determinadas disciplinas podem ser explicados pela teoria dos estilos de aprendizagem e, em seguida, propor estratégias educacionais e ações de melhoria focando a relação ensino-aprendizagem. Os resultados da pesquisa revelaram que os estilos de aprendizagem podem interferir na relação ensino-aprendizagem.
The education today is a priority aimed in the entire world, mainly in the age of the human capital, where the knowledge becomes the item of bigger importance in the race for the efficiency and greater competitiveness. In Brazil, although to be the graduation in technological superior education a subject of the biggest importance for the process of social inclusion, because it promotes the development of adequate abilities to the demands of the globalized economy, can be evidenced, that still it has very what to become. One becomes evident that the knowledge and the development of the abilities, as capacity to process information, the creativity and the initiative, are essential for the development and modernity. This work, argues the way as technological education comes being given in function of the demanded abilities of the professional, and as the knowledge of the styles of learning of the pupils, that is, the way as they perceive and they process the information can contribute for the elaboration of education strategies, becoming it more efficient and significant. They had been collected given of the pupils and professors of the courses of Technology of Industrial Production and Technology in Data processing of the College of Technology of Taquaritinga- SP, using the inventories of Felder and Soloman and of Keirsey and Bates. From the analysis of the data, one searched to trace a profile of the dominant styles of learning of the students and professors, to compare them and after that to make a correlation with the data of the System of Institutional Evaluation, SAI of the proper college in the direction to verify if some discipline with high index of retention can be explained by the theory of the learning styles, and after that to consider educational strategies and action of improvement the relation teach-learning.
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Bilandzic, Ana. "New approaches to developing and commercialising IP from research in universities using open innovation." Thesis, Philipps-Universität Marburg, Germany, 2016. https://eprints.qut.edu.au/98400/1/thesis_ana.pdf.

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There has been increasing interest in open innovation in academic research as well as industry application since the concept was introduced in 2003. The concept got much attention because of its economic benefits and novel means for facilitating innovation. This thesis aims to adapt the concept of open innovation to the university environment, in order to foster innovation in the development process for intellectual property (IP) derived from academic research activities. It contributes to the literature on open innovation adapted to the university context, i.e. open collaboration on the development of intellectual property towards a commercial ready stage. In order to investigate the potential of open innovation in the university environment, a focus group was conducted. In addition, the business process of Quirky Inc. was analysed as an example to better understand how open innovation works in the business context. The results of the study’s data analyses inform new opportunities for interventions in universities towards fostering different approaches to IP development as research outcomes. Further, it reveals interventions that can promote open innovation approaches in the university’s context more generally.
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Forari, Antonia. "The voices of Cypriot music education : a sociology of music education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006665/.

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Monitoring the processes through which upper secondary music education in Cyprus is constructed calls for articulation of the meanings of four groups of key actors. These actors are involved in music education's journey from education policy contexts to curriculum contexts. They include, firstly, the policymakers of the Cyprus Ministry of Education, who form policy and present this as curriculum ideologies, mainly in the official rhetorical curriculum. Second, the music inspector (for which there is only one post in Cyprus) has the main responsibility of interpreting, adapting and embodying this education policy in the intended music curricula. Third and fourth, this education policy is implemented, with a degree of interpretation, by music teachers, and actively received by pupils, who conceptualise and interact in complex ways with what is made and remade as the context of a school music educational culture, according to their own distinct logic, in relation to the delivered and received music curriculum respectively. This thesis investigates these various meanings through a policy trajectory study, gathering mostly qualitative data to unravel what counts as music education for the actors and how they conceive each others' meanings. Empirical data were gathered with reference to the aims, content, activities and assessment of the curriculum as conceived by individual key actors. Data referring to the first context identified earlier, that of the official rhetorical curriculum, involved a range of documentation from the Archives of the Ministry of Education of Cyprus; an extended semi-structured interview and follow-up discussions with Cyprus's music inspector were conducted regarding the second context, that of the intended music curriculum; a questionnaire to music teachers and, finally, group interviews with pupils were conducted in relation to the third and fourth contexts, the delivered and received curricula respectively. The findings indicate that Cypriot music education is a polydynamic site, full of paradoxes and conflicts within and between all four contexts. Key actors struggle with each other to define what counts as music education. In these terms music education is viewed as a socio-political construction, in which critical theory, and, more specifically, Foucault's concept of power as possessing an exclusionary, silencing aspect as well as a creative, positive one, can reveal what counts as musical knowledge. A theoretical model is proposed as an aid to conceptual and methodological interpretations of curriculum policy trajectory phenomena in music education.
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Johnson, Keith V. "Recruitment and retention of African American students in baccalaureate technology teacher education programs /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250018842.

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Patrinos, Harry Anthony. "Education, earnings and inequality in Greece." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289442.

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Sammen, Haley C. "A Social Determinants of Education Framework." Thesis, University of Colorado at Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608197.

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Research shows that out-of-school factors potentially have a greater impact on student outcomes yet our interventions remain focused on in-school factors. This thesis proposes that education reform efforts should learn from the widely accepted social determinants of health framework. The social determinants of health framework has lead to great strides in health equity in the us. Us education however remains deeply rooted in inequitable origins despite centuries of efforts to improve outcomes. Through a literature review of the impact of social forces on educational outcomes a “social determinants of education” framework is proposed. The social determinants of education are proposed to be economic, food, physical environment, social environment, and health. This framework aims to coalesce education reform conversations around a common language of equity.

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Xu, Jun. "Families, investments in children, and education a cross-national approach /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219909.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006.
Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2110. Adviser: Brian Powell. "Title from dissertation home page (viewed June 21, 2007)."
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Srivastava, Angela. "Widening access : women in construction higher education." Thesis, Leeds Beckett University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306958.

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Reuss, Anne Marie. "Higher education & personal change in prisoners." Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/439/.

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This thesis concerns the paradox of Higher Education in prisons - paradox because the aims, practices, ideals and ideologies of the former are recognisably at odds with those of the latter, whose concern is essentially 'human containment'. Based on a three-year classroom ethnography of men undergoing the University of Leeds Diploma Course in Social Studies, whilst serving sentences in H.M.P. Full Sutton (a maximum security dispersal prison), the thesis contends that those inmates experience the course in a profound manner. The primary concern is that a course of Higher Education in prison can effect change or transformation in prisoner-students who assimilate the course material in a complex process of learning and social interaction which is 'woven', or synthesised into their life experience. The thesis argues that elements of this process are retained by prisoner-students, that they become embedded in their conscience, and interpreted as meaningful experience, having the potential to influence or direct post-release behaviour. The learning is therefore a process of empowerment. The research focuses on how the potential for change occurs, what the nature of the change is and how to articulate the process. It is widely believed that education programmes undertaken whilst in prison may be rehabilitative and so the research seeks clarification of: a) how the interactive and integrative learning processes in the prison classroom have the potential to re-invest prisoner-students with a positive sense of self, b) the opportunities with which prisoner-students are presented to develop those skills considered of value in a complex and profoundly regulated society. The study shows that acquiring new knowledge in prison is a social process embedded in the wider context of the individual prisoner's life experiences and personal identity formation. Through examination and evaluation of the learning processes the study reveals that the acquisition of that knowledge is uniquely shaped by the experience of long-term imprisonment for each prisoner and that this level of educational attainment negates the marginalisation and exclusion experienced by some prisoners on release. Data was gathered through field-work as a participant observer whilst teaching the prisoners. Classroom interactions and conversations were noted and subjected to qualitative analysis to develop and test the theory that there is a linkage between studying at degree level whilst imprisoned, and personal development or change. The findings take the form of classroom narratives, supported by questionnaires and interviews. Additionalmaterial was gathered from secondary sources on prison education, penal policy and adult learning.
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Books on the topic "160809 Sociology of Education"

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Bulle, Nathalie. Sociology and education: Issues in sociology of education. Bern: P. Lang, 2009.

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Aikara, Jacob. Sociology of education. New Delhi: Indian Council of Social Science Research, 1994.

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Nwa-chil, Chudi C. Sociology of education. Uruowulu-Obosi, Anambra State, Nigeria: Pacific Publishers, 1991.

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Ezewu, Edward. Sociology of education. London: Longman, 1990.

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Swale, Jill. Sociology of education. Oxfordshire: Phillip Allan Updates, 2007.

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1943-, Parelius Ann Parker, ed. The sociology of education. 2nd ed. Englewood Cliffs, N.J: Prentice-Hall, 1987.

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Geoffrey, Walford, ed. Doing sociology of education. London: Falmer Press, 1987.

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Demaine, Jack, ed. Sociology of Education Today. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780333977507.

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Ballantine, Jeanne H., Floyd M. Hammack, and Jenny Stuber. The Sociology of Education. New York : Routledge, [2016]: Routledge, 2017. http://dx.doi.org/10.4324/9781315299914.

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Simon, Catherine A., and Graham Downes, eds. Sociology for Education Studies. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: The routledge education studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429397585.

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Book chapters on the topic "160809 Sociology of Education"

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Burgess, Robert G., and Andrew Parker. "Education." In Sociology, 180–207. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27552-6_9.

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Bilton, Tony, Kevin Bonnett, Pip Jones, David Skinner, Michelle Stanworth, and Andrew Webster. "Education." In Introductory Sociology, 329–73. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24712-7_11.

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Bilton, Tony, Kevin Bonnett, Pip Jones, Tony Lawson, David Skinner, Michelle Stanworth, Andrew Webster, Liz Bradbury, James Stanyer, and Paul Stephens. "Education." In Introductory Sociology, 262–97. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-21417-0_10.

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Selfe, P. L. "Education." In Advanced Sociology, 155–69. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-13093-1_10.

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Bilton, Tony, Kevin Bonnett, Pip Jones, David Skinner, Michelle Stanworth, and Andrew Webster. "Education." In Introductory Sociology, 45–47. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14741-0_11.

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Gottfried, Rosalind. "Education." In My Sociology, 414–66. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315402826-11.

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Selfe, Paul. "Education." In Sociology a Level, 123–39. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13854-8_10.

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Selfe, Paul. "Education." In Work Out Sociology, 129–44. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13120-4_11.

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O’Donnell, G. "Education." In Work Out Sociology GCSE, 51–71. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09410-3_4.

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O’Donnell, Gerard. "Informal and Formal Education." In Mastering Sociology, 61–70. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10247-1_6.

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Conference papers on the topic "160809 Sociology of Education"

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Nurdin, Encep Syarief, and Asep Dahliyana. "Civic Education as Patriotism Education in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007099604270431.

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Anwar, Saepul. "Tolerance Education Through Islamic Religious Education in Indonesia." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.95.

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Serpa, Sandro. "TEACHING AND LEARNING SOCIOLOGY IN HIGHER EDUCATION." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.202005.

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Zhang, Mingbo. "The Development and Evolution of Marxist Sociology since the Reconstruction of Chinese Sociology." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.156.

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Aunurrahman. "Character Education in Higher Education (an Example of Genre-based Approach Practice)." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.56.

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Fakhruddin, Agus, Ace Suryadi, Kama Abdul Hakam, and Encep Syarief Nurdin. "Values Analysis of Islamic Religious Education (IRE) Policies at Higher Education in Indonesia." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007092400400043.

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Shantini, Yanti, and Elih Sudiapermana. "Study of Nonformal and Informal Education Policy Toward Professionalism Education Services for Community." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.49.

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Sudarso, Sudarso. "Madura Culture and Woman Education." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007109309790982.

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Ratmaningsih, Neiny. "Education as Powerful Social Capital." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.30.

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Muzakar, Abdullah, Nurdin Ibrahim, and Priyono Priyono. "Critical Thinking Ability and Students’ Learning Achievement of Sociology Education in the Industrial Sociology Courses." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.66.

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Reports on the topic "160809 Sociology of Education"

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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1100.

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Reyes, Lucía, Luis Miguel García López, María José Camacho-Miñano, and Kimberly Linda Oliver. Participatory approaches to empower girls and young women in physical education and sports contexts: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0026.

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Review question / Objective: The purpose of this work is to systematically review the existing scientific literature on the use of participatory research approaches for the empowerment of girls and young women in physical education and sport contexts. Condition being studied: The empowerment of girls and young women in sports-physical activity contexts by means of participatory approaches. Information sources: To carry out this systematic review, a bibliographic search was carried out in eight electronic databases (Academic Search Ultimate, ERIC, MedLine, PsycInfo, Scopus, Sociology Source Ultimate, Sport-Discus and Web of Science) between the months of April and May 2021.
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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5

Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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6

van der Steina, Aija, Agita Lūse, Liene Rācene, Nadežda Pazuhina, and Diāna Popova. Mindful Tourism Services for People with Mental Impairment. Situation Scan: Latvia, 2021. Institute of Philosophy and Sociology of the University of Latvia, September 2021. http://dx.doi.org/10.22364/mtspmi.2021.

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The report is part of the EU Erasmus + funded project “Mindful tourism services for mentally disordered people” (MindTour). The project aims to promote and support tourism entrepreneurs to value mentally disordered clients and their families as persons and customers and help them design mindful tourism services accessible for mentally disordered people. The project is implemented in cooperation with Estonian, Belgian and Latvian higher education institutions – University of Tartu, Pärnu College (Estonia), Thomas More Mechelen-Antwerpen (Belgium), University of Latvia (Latvia), as well as leisure and tourism service providers - Pärnu Museum (Estonia), Museum Dr Guislain (Belgium) and SIA Zeit Hotel (Latvia). This report reveals the current situation in the use and accessibility of tourism services for people with mental impairment in Latvia. Researchers of the Institute of Philosophy and Sociology of the University of Latvia Agita Lūse, Liene Rācene, Diāna Popova, Nadezhda Pazuhina and Aija van der Steina researched in the autumn and spring semesters of the academic year 2020/2021, using both secondary data sources and gathering primary data through interviews with social service providers and tourism service providers, as well as participant observation and mapping of services, involving people with GRT in the consumption of tourism services.
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7

Hendricks, Kasey. Data for Alabama Taxation and Changing Discourse from Reconstruction to Redemption. University of Tennessee, Knoxville Libraries, 2021. http://dx.doi.org/10.7290/wdyvftwo4u.

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At their most basic level taxes carry, in the words of Schumpeter ([1918] 1991), “the thunder of history” (p. 101). They say something about the ever-changing structures of social, economic, and political life. Taxes offer a blueprint, in both symbolic and concrete terms, for uncovering the most fundamental arrangements in society – stratification included. The historical retellings captured within these data highlight the politics of taxation in Alabama from 1856 to 1901, including conflicts over whom money is expended upon as well as struggles over who carries their fair share of the tax burden. The selected timeline overlaps with the formation of five of six constitutions adopted in the State of Alabama, including 1861, 1865, 1868, 1875, and 1901. Having these years as the focal point makes for an especially meaningful case study, given how much these constitutional formations made the state a site for much political debate. These data contain 5,121 pages of periodicals from newspapers throughout the state, including: Alabama Sentinel, Alabama State Intelligencer, Alabama State Journal, Athens Herald, Daily Alabama Journal, Daily Confederation, Elyton Herald, Mobile Daily Tribune, Mobile Tribune, Mobile Weekly Tribune, Morning Herald, Nationalist, New Era, Observer, Tuscaloosa Observer, Tuskegee News, Universalist Herald, and Wilcox News and Pacificator. The contemporary relevance of these historical debates manifests in Alabama’s current constitution which was adopted in 1901. This constitution departs from well-established conventions of treating the document as a legal framework that specifies a general role of governance but is firm enough to protect the civil rights and liberties of the population. Instead, it stands more as a legislative document, or procedural straightjacket, that preempts through statutory material what regulatory action is possible by the state. These barriers included a refusal to establish a state board of education and enact a tax structure for local education in addition to debt and tax limitations that constrained government capacity more broadly. Prohibitive features like these are among the reasons that, by 2020, the 1901 Constitution has been amended nearly 1,000 times since its adoption. However, similar procedural barriers have been duplicated across the U.S. since (e.g., California’s Proposition 13 of 1978). Reference: Schumpeter, Joseph. [1918] 1991. “The Crisis of the Tax State.” Pp. 99-140 in The Economics and Sociology of Capitalism, edited by Richard Swedberg. Princeton University Press.
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