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Journal articles on the topic 'Developmental Sociology'

Author: Grafiati

Published: 6 September 2023

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1

Parker, Stuart, Amy E. Traver, and Jonathan Cornick. "Contextualizing Developmental Math Content into Introduction to Sociology in Community Colleges." Teaching Sociology 46, no. 1 (June 30, 2017): 25–33. http://dx.doi.org/10.1177/0092055x17714853.

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Across community colleges in the United States, most students place into a developmental math course that they never pass. This can leave them without the math skills necessary to make informed decisions in major areas of social life and the college credential required for participation in growing sectors of our economy. One strategy for improving community college students’ pass rate in developmental math courses is the contextualization of developmental math content into the fabric of other courses. This article reviews an effort to contextualize developmental math content (i.e., elementary algebra) into Introduction to Sociology at Kingsborough Community College and Queensborough Community College, both of the City University of New York, during the spring 2016 semester. Data from a pretest/posttest control-group design implemented across the two campuses reveals the significance of this strategy for some sociology students’ grasp of discrete mathematical skills and success in developmental math.

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2

Powers, Charles H. "Evolving a Developmental Curriculum in Sociology: The Santa Clara Experience." Teaching Sociology 28, no. 1 (January 2000): 41. http://dx.doi.org/10.2307/1319420.

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3

Heyns, B. "A Historical Sociology of Childhood: Developmental Thinking, Categorization and Graphic Visualization." Contemporary Sociology: A Journal of Reviews 39, no. 2 (March 1, 2010): 206–8. http://dx.doi.org/10.1177/0094306110361589ww.

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4

Turmel, André. "Towards a historical sociology of developmental thinking: the case of generation." Paedagogica Historica 40, no. 4 (August 2004): 419–33. http://dx.doi.org/10.1080/0030923042000250983.

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5

Cunningham, Hugh. "A Historical Sociology of Childhood: Developmental Thinking, Categorization and Graphic Visualization." Children & Society 23, no. 4 (July 2009): 310–11. http://dx.doi.org/10.1111/j.1099-0860.2008.00211.x.

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6

Kallolikar, Shashikant Bhimappa. "Historical developments, rise and developmental aspects of sociology in Indian context." International Journal of Latest Engineering and Management Research (IJLEMR) 7, no. 12 (December 15, 2022): 15–22. http://dx.doi.org/10.56581/ijlemr.7.12.15-22.

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7

Portes, Alejandro. "The Sociology of Development." Sociology of Development 1, no. 1 (2015): 20–42. http://dx.doi.org/10.1525/sod.2015.1.1.20.

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This paper summarizes the main theories conventionally associated with the sociology of development as well as the arguments of the principal scholars focused on what “works” to bring about economic development and social progress. This line of argument ushered the rising consensus across the social sciences that the prime causal role belongs to institutions. However, the empirical literature that has followed from this consensus has been marred by a lack of proper definition of the concept and a tendency to use nations as units of analysis, neglecting their internal complexity. The last sections summarize a recently completed study of twenty-three Latin American institutions in five countries. The study shows the feasibility of studying institutions empirically and highlights a series of important differences among then and across countries. The solution provided by Qualitative Comparative Analysis (QCA) to the defining determinants of a developmental institution highlights the central role of meritocracy, absence of internal cliques and, in particular, proactivity toward the external environment. The theoretical and practical implications of this study are discussed.

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8

Davydov, V. V., and V. T. Kudriavtsev. "Developmental Education." Russian Education & Society 40, no. 7 (July 1998): 37–64. http://dx.doi.org/10.2753/res1060-9393400737.

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9

Sklar, Richard L. "Developmental Democracy." Comparative Studies in Society and History 29, no. 4 (October 1987): 686–714. http://dx.doi.org/10.1017/s0010417500014845.

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Political science has become a dismal science for most of the world. In the proverbial third world, where most people live, the “physical quality of life” is often abysmal and liable to further deterioration. Steeped in “realism,” political science foretells a future of dictatorial rule for most of those who face the prospect of increasing physical misery.

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10

Datan, Nancy. "The Oedipus Cycle: Developmental Mythology, Greek Tragedy, and the Sociology of Knowledge." International Journal of Aging and Human Development 27, no. 1 (July 1988): 1–10. http://dx.doi.org/10.2190/xap9-uqp1-rnmw-v7r8.

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The Oedipus complex of Freud is based on the inevitability of the tragic fate of a man who fled his home to escape the prophecy of parricide. Thus, he fulfilled it by killing a stranger who proved to be his father. As Freud does, this consideration of the tragedy of Oedipus takes as its point of departure the inevitability of the confrontation between father and son. Where Freud looks to the son, however, I look to the father, who set the tragedy in motion by attempting to murder his infant son. Themes ignored in developmental theory but axiomatic in gerontology are considered in this study of the elder Oedipus. The study begins by noting that Oedipus ascended the throne of Thebes not by parricide but by answering the riddle of the Sphynx and affirming the continuity of the life cycle which his father denied. In the second tragedy of the Oedipus Cycle of Sophocles, Oedipus at Colonus, this affirmation is maintained. As Oedipus the elder accepts the infirmities of old age and the support of his daughter Antigone, Oedipus the king proves powerful up to the very end of his life when he gives his blessing not to the sons who had exiled him from Thebes, but to King Theseus who shelters him in his old age. Thus, the Oedipus cycle, in contrast to the “Oedipus complex,” represents not the unconscious passions of the small boy, but rather the awareness of the life cycle in the larger context of the succession of the generations and their mutual interdependence. These themes are illuminated by a fuller consideration of the tragedy of Oedipus.

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11

Prager, Jeffrey. "Sociology." Psychoanalytic Quarterly 65, no. 3 (July 1996): 667–79. http://dx.doi.org/10.1080/21674086.1996.11927510.

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12

Tremblay, Richard E., and Wendy M. Craig. "Developmental Crime Prevention." Crime and Justice 19 (January 1995): 151–236. http://dx.doi.org/10.1086/449231.

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13

Le Blanc, Marc, and Rolf Loeber. "Developmental Criminology Updated." Crime and Justice 23 (January 1998): 115–98. http://dx.doi.org/10.1086/449270.

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14

Rhodes, Marjorie, and Lisa Chalik. "The interplay between intuitive psychology and intuitive sociology." British Journal of Developmental Psychology 32, no. 3 (June 16, 2014): 248–51. http://dx.doi.org/10.1111/bjdp.12050.

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15

Sperry, Douglas E., Peggy J. Miller, and Linda L. Sperry. "Hazardous intersections: Crossing disciplinary lines in developmental psychology." European Journal of Social Theory 23, no. 1 (May 13, 2019): 93–112. http://dx.doi.org/10.1177/1368431018812465.

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This article extends Lemieux’s concern for the interdisciplinary tension between philosophy and sociology to the intradisciplinary tension within psychology between approaches to the study of children focusing on universal principles and approaches adopting a contextual lens. This tension arises both in how development is defined and in the methods chosen for its study. This tension is exemplified in terms of the recent American preoccupation with the Word Gap (WG), a supposed difference of 30 million words heard by socioeconomically diverse children by the age of 4 that is blamed for educational disparities throughout the school years. The article discusses the political implications of WG discourse as it gives rise to the erasure of language practices of diverse Americans and obscures the role that the educational system plays in fostering a ‘one-size-fits-all’ instructional model. The article concludes with a discussion of attempts to combat the deficit model that the WG discourse reproduces.

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16

Banks, Norman M., J. James Gray, and D. Boys. "Developmental Jargon." Journal of Humanistic Psychology 25, no. 2 (April 1985): 123–24. http://dx.doi.org/10.1177/0022167885252011.

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17

Aronsson, Karin. "Relocating Children in Sociology and Society." Human Development 42, no. 1 (1999): 55–58. http://dx.doi.org/10.1159/000022610.

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18

Maughan, Barbara. "Developmental Trajectory Modeling: A View from Developmental Psychopathology." ANNALS of the American Academy of Political and Social Science 602, no. 1 (November 2005): 118–30. http://dx.doi.org/10.1177/0002716205281067.

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19

Arjomand, Saïd Amir. "Three Generations of Comparative Sociologies." European Journal of Sociology 51, no. 3 (December 2010): 363–99. http://dx.doi.org/10.1017/s0003975610000184.

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AbstractSurveying three generations of comparative sociologists, separated by abrupt discontinuities, the study reaches the conclusion that the original promise of comparative sociology set in motion a century ago remains largely unfulfilled. It will then be argued that the work of the third generation of comparative sociologists on civilizational analysis and multiple modernities can redeem the promise of comparative sociology by rectifying the neglect of developmental patterns in other civilizations and recovering the fundamental relevance of the periphery. The third generation is thus seeking to undo the erasure of the historical experience of a very sizeable portion of humankind from the foundation of social theory. This argument is illustrated by selective reference to the concept of the nation-state, and comparisons of civilizational processes and developmental patterns that stem from different religions and traditions and generate varieties of nationalism, alternative modernities and patterns of secularization.

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20

Reed, Michael. "Sociology of organizations in the twenty-first century." International Sociology 37, no. 5 (September 2022): 545–56. http://dx.doi.org/10.1177/02685809221138200.

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This review article analyses six texts within the sociology of organizations published in the early decades of the twenty-first century with a view to exploring what they tell us about the key issues and developmental trajectories the former will follow as this century unfolds. It suggests that the sociology of organizations is in good intellectual shape and continues to speak to issues which are central to our lives today and tomorrow. However, it also indicates that intellectual rejuvenation through contestation must be sustained within the field – particularly in the face of pressures towards intellectual closure and conformity – if it is to retain its relevance at a time when instability and uncertainty seem to be pervasive.

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21

Reed, Michael. "Sociology of organizations in the twenty-first century." International Sociology 38, no. 2 (March 2023): 163–74. http://dx.doi.org/10.1177/02685809231158208.

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This review article analyses six texts within the sociology of organizations published in the early decades of the twenty-first century, with a view to exploring what they tell us about the key issues and developmental trajectories the former will follow as this century unfolds. It suggests that the sociology of organizations is in good intellectual shape and continues to speak to issues which are central to our lives today and tomorrow. However, it also indicates that intellectual rejuvenation through contestation must be sustained within the field – particularly in the face of pressures towards intellectual closure and conformity – if it is to retain its relevance at a time when instability and uncertainty seem to be pervasive.

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22

Thomas, Edwin J. "Advances in Developmental Research." Social Service Review 63, no. 4 (December 1989): 578–97. http://dx.doi.org/10.1086/603728.

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23

Loeber, Rolf, and Marc Le Blanc. "Toward a Developmental Criminology." Crime and Justice 12 (January 1990): 375–473. http://dx.doi.org/10.1086/449169.

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24

Bruun, Hans Henrik. "Weber's sociology—‘verstehend’ or ‘deutend’?" Max Weber Studies 16, no. 1 (January 2016): 39–50. http://dx.doi.org/10.1353/max.2016.a808666.

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25

King, Michael. "The Sociology of Childhood as Scientific Communication." Childhood 14, no. 2 (May 2007): 193–213. http://dx.doi.org/10.1177/0907568207078327.

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26

Coughlan, F. J., and K. J. Collins. "Participatory developmental research." International Social Work 44, no. 4 (October 2001): 505–18. http://dx.doi.org/10.1177/002087280104400408.

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27

Rushton, Alan, and Judy Treseder. "Developmental Recovery." Adoption & Fostering 10, no. 3 (October 1986): 54–57. http://dx.doi.org/10.1177/030857598601000315.

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28

August, Gail. "Experimenting With Academic ESL: An ESL/Sociology Link." English Language Teaching 11, no. 9 (August 7, 2018): 33. http://dx.doi.org/10.5539/elt.v11n9p33.

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To improve academic ESL, a community college has been experimenting with linking an ESL class to a Sociology class. The primary goal was to use the methodology of Content Based Instruction to develop a curriculum that would promote academic vocabulary acquisition, critical thinking, and authentic communication in a sheltered environment. The paradigm of Action Research was used as a framework to reflect on the strengths of the program and to identify activities that engaged the students and contributed to improved language skills. Supplementary assignments of a Young Adult novel and provocative movies, used across both the ESL and Sociology class, helped students to apply abstract concepts to familiar situations. The structure of the link produced an effective learning community and a support system for the students. We suggest that linking ESL to a content course might be preferable to other options for developmental ESL students entering college.

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29

Gabriel, Norman. "Norbert Elias and Developmental Psychology." Sociological Review 59, no. 1_suppl (June 2011): 202–19. http://dx.doi.org/10.1111/j.1467-954x.2011.01985.x.

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30

Rundle, Simon D., Deborah Robinson, David Strang, and Matthias Wienroth. "ATRIA: A Sound Installation Exploring the Interface between Art, Science and Technology by Remapping Cardiovascular Development." Leonardo 47, no. 5 (October 2014): 443–49. http://dx.doi.org/10.1162/leon_a_00868.

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ATRIA was an immersive sound installation that was the result of a dynamic, reflective dialogue between artist Deborah Robinson and biologist Simon Rundle during Robinson’s residency within the Marine Biology and Ecology Research Centre, Plymouth University. The work drew on theoretical ideas in developmental biology and the sociology of science and practical, laboratory investigations in developmental physiology. Data from videos of snail embryos used to map physiological function during development using conventional (scientific) diagrams were “remapped” as sound projections into a three-dimensional building space, transposing scientific knowledge into a public experience as a “mutable mobile.”

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31

Rock, Michael T. "East Asia's Democratic Developmental States and Economic Growth." Journal of East Asian Studies 13, no. 1 (April 2013): 1–34. http://dx.doi.org/10.1017/s1598240800008511.

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Political elites in East Asia have opted for a set of democratic institutions with a strong majoritarian bias that privilege efficiency and accountability over representativeness. Some have labeled these democracies “democratic developmental states.” Because the political architects of East Asia's democratic developmental states have met at least some of their objectives, it is time to ask, What has been the impact of the shift to majoritarianism on growth? I answer this question empirically by demonstrating that the contribution to growth from majoritarian democratic institutions in East Asia is as large as that from the region's developmentally oriented authoritarian governments.

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32

Kropf, Nancy P., and D. Michael Malone. "Interdisciplinary Practice in Developmental Disabilities." Journal of Social Work in Disability & Rehabilitation 3, no. 1 (April 19, 2004): 21–36. http://dx.doi.org/10.1300/j198v03n01_03.

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33

Duberman, Lucile, Constance R. Ahrons, and Roy H. Rodgers. "Divorced Families: A Multidisciplinary Developmental View." Contemporary Sociology 17, no. 4 (July 1988): 542. http://dx.doi.org/10.2307/2072746.

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34

Jugureanu, Alexandra, Jason Hughes, and Kahryn Hughes. "Towards a Developmental Understanding of Happiness." Sociological Research Online 19, no. 2 (May 2014): 1–13. http://dx.doi.org/10.5153/sro.3240.

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35

Nibert, David A. "The Political Economy of Developmental Disability." Critical Sociology 21, no. 1 (April 1995): 59–80. http://dx.doi.org/10.1177/089692059502100103.

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36

Chibber, Vivek. "Bureaucratic Rationality and the Developmental State." American Journal of Sociology 107, no. 4 (January 2002): 951–89. http://dx.doi.org/10.1086/341010.

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37

Montgomery, John D. "How African Managers Serve Developmental Goals." Comparative Politics 19, no. 3 (April 1987): 347. http://dx.doi.org/10.2307/421884.

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38

Scarpitti, Frank R., and Terence P. Thornberry. "Developmental Theories of Crime and Delinquency." Contemporary Sociology 26, no. 6 (November 1997): 749. http://dx.doi.org/10.2307/2654661.

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39

Pop-Eleches, Grigore. "Pre-Communist and Communist Developmental Legacies." East European Politics and Societies: and Cultures 29, no. 2 (May 2015): 391–408. http://dx.doi.org/10.1177/0888325414555761.

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This article discusses two distinctive approaches for thinking about historical legacies in the post-communist context. The first approach, which builds on the work of Ken Jowitt, emphasizes the distinctiveness of Leninist socioeconomic and political legacies, while the second approach, rooted in the writings of Andrew Janos, highlights the significant and resilient pre-communist, communist, and post-communist diversity of the countries of the former Soviet bloc. The empirical evidence reviewed in this paper suggests that both types of legacies continue to matter after a quarter-century of post-communist transitions. Thus, whereas we can still discern a distinctive and fairly uniform communist imprint in areas such as primary education and the importance of the state sector in the economy, in other areas of socioeconomic development, either communism was unable to reverse longer-term intraregional differences (e.g., with respect to GDP/capita or the size of the agrarian sector) or its initially distinctive developmental imprint has been fundamentally reshaped by post-communist economic reforms (as in the case of the massive increase in income inequality in a subset of ex-communist countries). In political terms, there is an interesting contrast between institutional trajectories (such as regime type), which largely follow pre-communist developmental differences, and individual political attitudes and behavior, where communist exceptionalism generally trumps post-communist diversity.

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40

CICCHETTI, DANTE, and JOHN E. RICHTERS. "Examining the conceptual and scientific underpinnings of research in developmental psychopathology." Development and Psychopathology 9, no. 2 (June 1997): 189–91. http://dx.doi.org/10.1017/s0954579497001132.

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The interdisciplinary science of developmental psychopathology has evolved from its historical roots in a variety of fields including: sociology; epidemiology; embryology; the neurosciences and psychobiology; psychoanalysis; clinical, developmental, and experimental psychology; and psychiatry (Cicchetti, 1990) into an increasingly mature integrative framework within which the contributions of these heretofore largely separate disciplines could be fully realized within the broader context of understanding individual development and functioning, both normal and abnormal (see chapters in Cicchetti & Cohen, 1995a, 1995b; see also Cicchetti & Toth, in press). In one of the early statements concerning the goals of this field, Cicchetti (1990) asserted that: “Developmental psychopathology ... should bridge fields of study, span the life cycle, and aid in the discovery of important new truths about the processes underlying adaptation and maladaptation, as well as the best means of preventing or ameliorating psychopathology. Moreover, this discipline should contribute greatly to reducing the dualisms that exist between the clinical study of and research into childhood and adult disorders, between the behavioral and biological sciences, between developmental psychology and psychopathology, and between basic and applied science” (p. 20).

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41

Goodnow, Jacqueline J. "Using Sociology to Extend Psychological Accounts of Cognitive Development." Human Development 33, no. 2-3 (1990): 81–107. http://dx.doi.org/10.1159/000276505.

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42

Adam, Frane, and Borut Rončević. "Social Capital: Recent Debates and Research Trends." Social Science Information 42, no. 2 (June 2003): 155–83. http://dx.doi.org/10.1177/0539018403042002001.

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The aim of this article is not only to provide an overview of the state of recent discussion about the concept of social capital, it is also an attempt at critical reflection on theoretical and empirical research efforts. The question is whether the concept of social capital is a fashionable (and short-lived) term proposed as a cure-all for the maladies affecting contemporary communities, organizations and societies as a whole or whether it has more long-term strategic - theoretical as well as applicable - meaning for sociology and other social-science disciplines. Despite the deficiencies of the recent research findings, we argue that the latter is true. The concept represents a very important conceptual innovation which can facilitate the theoretical integration within sociology and the inter- and trans-disciplinary collaboration of sociology and other disciplines, especially economics. The article emphasizes the problems of reception, definition and operationalization, and the developmental role of social capital.

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43

Allan, Graham. "Friendship, Sociology and Social Structure." Journal of Social and Personal Relationships 15, no. 5 (October 1998): 685–702. http://dx.doi.org/10.1177/0265407598155007.

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44

Et al., Nigora Sabirjanovna Abdikadirova. "Football in Uzbekistan: Law, Leisure and Sociology." Psychology and Education Journal 58, no. 1 (January 1, 2021): 1995–2002. http://dx.doi.org/10.17762/pae.v58i1.1074.

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Relevance. In the process of development of the country, the value system plays an important role, to participate in politics and sports, to acquire a place in the world community. This will require specialists who carry out certain missions in these areas. Football is one such medium that works at the micro and macro levels. Aim. This article was written with the aim of analysing the place of football in public and private life, socialization, in organizing people's leisure time, the situation of football in Uzbekistan, problems and their solutions. Methods. Scientific methods were applied such as working with documents, comparative analysis, literature review, questionnaires, statistics, etc. Results. As a result of the survey, the problems of football in the country and the decisions taken to eliminate them were clarified, as well as the role of football in leisure and socialization of the individual. Conclusion. In the conclusion, conclusions are given on this topic.

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45

Cook, Tina. "Collaborative Action Research within Developmental Evaluation." Evaluation 12, no. 4 (October 2006): 418–36. http://dx.doi.org/10.1177/1356389006071293.

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46

Duschinsky, Robbie. "Attachment and the archive: barriers and facilitators to the use of historical sociology as complementary developmental science." Science in Context 32, no. 3 (September 2019): 309–26. http://dx.doi.org/10.1017/s0269889719000243.

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ArgumentThis article explores historical sociology as a complementary source of knowledge for scientific research, considering barriers and facilitators to this work through reflections on one project. This project began as a study of the emergence and reception of the infant disorganized attachment classification, introduced in the 1980s by Ainsworth’s student Mary Main, working with Judith Solomon. Elsewhere I have reported on the findings of collaborative work with attachment researchers, without giving full details of how this came about. Here, I will offer personal reflections arising from the process, and my work in what Hasok Chang has called history as “complementary science.”

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47

Burden, R. L. "Book Review: A Sociology of Educating." School Psychology International 8, no. 4 (October 1987): 285. http://dx.doi.org/10.1177/014303438700800414.

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48

Patton, M. Q. "Developmental Evaluation." American Journal of Evaluation 15, no. 3 (October 1, 1994): 311–19. http://dx.doi.org/10.1177/109821409401500312.

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49

Evans, Michael S. "Defining the public, defining sociology: hybrid science—public relations and boundary-work in early American sociology." Public Understanding of Science 18, no. 1 (August 6, 2008): 5–22. http://dx.doi.org/10.1177/0963662506071283.

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50

Brody, Charles J., Tammy Greer, Alexander von Eye, and Clifford C. Clogg. "Latent Variables Analysis: Applications for Developmental Research." Contemporary Sociology 24, no. 6 (November 1995): 830. http://dx.doi.org/10.2307/2076730.

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