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Souza, Márcia Maria Cabreira M. de, and Denilson Geraldo. "MIGRAÇÃO E URBANIZAÇÃO NO CONTEXTO DA EVANGELIZAÇÃO." Perspectiva Teológica 48, no. 2 (August 31, 2016): 335. http://dx.doi.org/10.20911/21768757v48n2p335/2016.
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RESUMO: Migração e urbanização são processos que vêm ganhando grande importância nas últimas décadas. O objetivo nesta análise é apresentar as principais tendências mundiais em relação a estes processos; apontar quais desafios e oportunidades específicas têm sido criadas por migrantes que se dirigem às áreas urbanas; identificar de qual maneira a preferência dos migrantes pela cidade tem afetado ou vem afetando positivamente as modernas populações urbanas e a relação desse fenômeno em curso para a evangelização; colocar a teologia em diálogo com a geografia e a sociologia. A base de dados utilizada para as reflexões foram: documentos produzidos pelas Nações Unidas dos últimos cinco anos e autores da área da geografia e sociologia que têm como objeto de estudo a migração e o espaço urbano, bem como, a fundamentação teológica a partir da evolução temática no ensinamento social da Igreja Católica. O método utilizado é a apresentação de dados contemporâneos sobre a migração, a fundamentação bíblica, a evolução do tema no ensinamento eclesial e as propostas para uma ação evangelizadora na América Latina.ABSTRACT: Migration and urbanization are processes that are gaining great importance in recent decades. The objective of this analysis is to present the main world trends in relation to these processes; pointing out which challenges and specific opportunities have been created by migrants who come to urban areas; identifying in which way migrants preferences of cities has affected or is affecting positively the modern urban populations, and the relationship between this phenomenon and evangelization; put theology in dialog with geography and sociology. The database used for these reflections were: documents produced by the United Nations over the last five years, and authors in the field of geography and sociology who have as their object of study the migration and urban space, as well as, the theological foundation based on the evolution theme as presented in the social teaching of the Catholic Church. The methodology used in this article is the presentation of data on contemporary migration, biblical foundation, the evolution theme from the social teaching of the Catholic Church and proposals towards a concrete action of evangelization in Latin America.
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Abbas, Tahir. "Teaching the Study of Muslim Minorities in Higher Education in the United Kingdom." American Journal of Islam and Society 24, no. 3 (July 1, 2007): 143–49. http://dx.doi.org/10.35632/ajis.v24i3.1538.
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In this paper, I reflect on my experiences of teaching sociology of Islam atan elite British university: the University of Birmingham. As a trained economistwith postgraduate degrees in social science and sociology and as a formerWhitehall civil servant, my foray into the world of Islamic studies hasonly been recent. Indeed, it was the events relating to British Muslimminorities between 1999 and 2001 (namely, the arrests, trial, and sentencingin relation to the mostly Birmingham-born “Seven in Yemen” in 1999; the9/11 attacks in New York and Washington, DC; and the urban disturbancesin northern England 2001) that propelled me to interact with this vast andrich field of learning and scholarship. These three events compounded mattersin relation to identity politics, Islamism, and international political economy.Having already researched and written on matters related to educationand class,1 entrepreneurship and culture,2 and Islamophobia and the printnews,3 my new focus on Muslim minority issues stemmed precisely frommy existing interests in ethnicity, culture, and multiculturalism.4Upon joining the University of Birmingham in 2003, I spent my first twoyears concentrating on teaching a specialized course, “Ethnic Relations inBritain,” to finalists. In 2005, I began to teach a new course, “Islam, Multiculturalism,and the State” to finalists. In this article, I discuss the resultinginsight into teaching to a largely non-Muslim audience issues relating toIslam and Muslim minorities ...
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Howard, Jay, and Aimee Zoeller. "The Role of the Introductory Sociology Course on Students' Perceptions of Achievement of General Education Goals." Teaching Sociology 35, no. 3 (July 2007): 209–22. http://dx.doi.org/10.1177/0092055x0703500301.
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As higher education accreditation agencies emphasize achievement of general education learning goals for undergraduate students, departments are increasingly required to identify and assess the contributions of their disciplines to achievement of these goals. This exploratory study conducted at a large urban university and its satellite campus seeks to identify students' perceptions of the contributions of the Introduction to Sociology course to the general education goals specified by a single university. This study also seeks to identify the most frequently used pedagogies used by introductory sociology instructors. Results indicate students perceive that Introduction to Sociology facilitates achievement of critical thinking skills, integration and application of knowledge, and understanding of society and culture. Results also indicate that lecture is a nearly ubiquitous teaching strategy. Students report instructors utilize in-class discussion frequently. Small group activities, writing assignments, videos, and online discussion were less frequently utilized.
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Shahidipak, Mohammadreza. "Paradigm of Islamic sociology." Sociology International Journal 6, no. 3 (June 24, 2022): 154–56. http://dx.doi.org/10.15406/sij.2022.06.00279.
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This research shows that the first school of sociology during several centuries of the evolution of social thought has finally been introduced to human society as a product of Islamic civilization. The root of Islamic sociology is the comprehensive and profound teachings of the Qur'an on social issues. The Qur'an has made man, society, and history sources of knowledge and has invited to the science of anthropology and the knowledge of human societies and history. A verse from the Qur'an is considered a universal sociological manifesto that refers only to the concept of change and its interconnected human-divine mechanism in the individual and human societies. Since the seventeenth century, the Qur'an has been considered in Europe and American Orientalist scientific circles as a useful work in sociology. After the Qur'an, Ali's first teachings are theoretical materials of social analysis that have analyzed and explained man in terms of behaviour and social relations. Farabi, the founder of Islamic sociology, Farabi's theory of urban and citizenship theory, presented the first classical analysis and explanation of the individual and society. He is the mine of sociology for all ages and all nations. His work Thoughts on the Case of the Good City is a secular work describing the individual and society and depicting the changes of the individual and society. Ibn Khaldun's work is a complete example of a specialized school and school of Islamic sociology. The initiative of this founder of humanities is to talk about the social phenomenon in the language of formula, which is mentioned in this article for the first time as Ibn Khaldun coefficient. Ibn khaldun founded the school of classical sociology at the end of the middle Ages by presenting a formula for depicting the changing societies. He is the result of the evolution of sociology in Islamic civilization. And shows that the Qur'an is the main source of Ibn Khaldun's social thought and the basic concepts of sociology can be clearly traced and scientifically categorized through the study of the Qur'an and is useful in the sociological analysis of the problems of contemporary societies.
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Geduld, Deidre, Koketsu Nthimbane, and Obakeng Kagola. "Humanising Online Teaching and Learning in the BEd. Foundation Phase Programme: Moving Beyond Covid-19." Educational Research for Social Change 12, no. 2 (October 27, 2023): 62–77. http://dx.doi.org/10.17159/2221-4070/2023/v12i2a5.
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Covid-19 brought unforeseen and unpredicted challenges to higher education institutions (HEIs). In this paper, we recount the authors' experiences of exploring a humanising pedagogy as a way of practising social justice during online learning. Our Bachelor of Education, Foundation Phase (FP) classes consist of students from predominantly rural and urban low socioeconomic environments. The primary focus of this study was to explore the experiences of lecturers who teach a humanising pedagogy-embedded programme in the FP at an HEI through online learning in a highly under-resourced context. The study further focuses on technological strategies and pedagogies used in HEIs, issues related to lecturers' inclination and adaptation to technology, the digital divide, and barriers to online learning. This study resides within a critical transformative paradigm, and uses humanising pedagogy principles as a lens. We draw on our lived experiences and engage in dialogue to make sense of the process of online learning. In this qualitative research, we engage in narrative freewriting to gather data. Thematic analysis was used to reduce the data and to identify common themes. The two themes that emerged, and are discussed in this paper, are mutual vulnerability and lecturer resilience and collaboration. The findings of the study encouraged lecturers to critically reflect on the challenges and opportunities that Covid-19 presented, and to incorporate some of the practices that enabled better delivery of teaching in a humanising way.
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Alam, Lukis, Benni Setiawan, Meredian Alam, and Miftahulhaq Miftahulhaq. "The changing piety and spirituality: a new trend of Islamic Urbanism in Yogyakarta and Surakarta." Indonesian Journal of Islam and Muslim Societies 13, no. 2 (December 31, 2023): 227–52. http://dx.doi.org/10.18326/ijims.v13i2.227-252.
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This research appears to be focused on the growth of urban spiritualism among urban communities in major cities, as indicated by the proliferation of various Muslim congregation groups (majelis pengajian). The study examines four congregation groups in the cities of Yogyakarta and Surakarta: Muslim United and Teras Dakwah in Yogyakarta, Majelis Ar-Raudhah, and Majelis Busytanul Asyiqin in Surakarta. The research aims to understand how these groups disseminate moderate and easily accepted religious knowledge in urban communities and how they respond to the shifting dynamics of urban spirituality. This study argues that there is a shift in religious authority from well-known ustadz and habaib figures who promote popular forms of religious outreach to an increase in religious literacy among urban communities. The findings also reveal the presence of santrinisasi and acts of piety among urban communities as a manifestation of the truth of religious teachings
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Cole, Courtney E. "Culturally sustaining pedagogy in higher education: teaching so that Black Lives Matter." Equality, Diversity and Inclusion: An International Journal 36, no. 8 (November 20, 2017): 736–50. http://dx.doi.org/10.1108/edi-01-2017-0005.
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Purpose The purpose of this paper is to show how the principles of Black Lives Matter can be used to enact a culturally sustaining pedagogy (CSP) in higher education settings, particularly in small colleges that serve significant populations of students who are underrepresented in higher education. Design/methodology/approach Drawing on examples from college courses in media and society, organizational communication, and interpersonal communication, the case study shows application of the principles of Black Lives Matter in the college classroom at two different institutions in the urban Northeast USA, where the majority of the students are young people of color and/or first-generation college students. Findings The paper shows how founding principles of Black Lives Matter, particularly diversity, intersectionality, loving engagement, and empathy, can be used to guide concrete pedagogical practices. It provides examples of how to use Black Lives Matter as a framework to enhance and improve college teaching to make it more diverse and inclusive. Research limitations/implications This case study is based on the author’s experiences teaching at two majority-minority colleges in Greater Boston, Massachusetts, USA. This paper is not the result of a systematic research study. Practical implications This paper has significant implications for how to enact CSP in higher education settings. This paper is valuable to those looking for specific strategies to include more diverse and inclusive teaching strategies. This research also shows both the utility and impact of Black Lives Matter when applied to higher education. Social implications This paper improves public understanding of Black Lives Matter as a social movement. Originality/value Since the Black Lives Matter movement is fairly new, there is limited academic research on it. Further, there has not been attention to how Black Lives Matter provides insight into pedagogy, particularly in higher education.
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Zayadi, Zayadi. "TRADITION AND MODERNIZATION: DIALECTICAL TENSIONS IN CREATIVE RELIGIOUS PRACTICES OF THE SUNDANESE URBAN COMMUNITIES." Creativity Studies 16, no. 2 (October 12, 2023): 637–49. http://dx.doi.org/10.3846/cs.2023.18307.
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This study focuses on the religious construction of Sundanese urban communities in the city of Bandung, West Java, Indonesia, which is characterized by dialectical tensions between the need to preserve tradition and the desire to adapt to modernization. These tensions have led to the emergence of various forms of creative and ambiguous religious and cultural practices. The study is based on ethnographic research conducted among the Sundanese urban communities in Bandung, using literature documentation, observations, and interviews as data collection methods. The study findings reveal that the religious practices of Sundanese urban communities are shaped by the diverse elements of urban life. The religious practices are ambiguous due to the dialectical tensions between preserving tradition and adapting to modernization, rationality and irrationality, personal freedom and communal identity, and cultural wisdom values and exclusive Islamic teachings. The unique urban-cultural religious phenomena, such as urban Sufism, hijra (South Asia) movements, religious-identity politics, or the preservation of Sundanese cultural rites with Islamic content, are examples of the religious creativity that emerges as a result of the communities’ understanding of the application of faith in the midst of ideological cultural traditions and pragmatic interests. The study results offer a sociological perspective on the modern life of Sundanese urban communities, where the application of theological-traditional values of religious teachings and pragmatic-modern values of urban life leads to creative constructions.
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Fjortfoft, Annelie, Thomas McLaughlin, Mark Derby, Mary Everson, and Kathy Johnson. "The Effects of Two Direct Instruction Teaching Procedures to Basic Skills to Two Students with Disabilities." Multidisciplinary Journal of Educational Research 4, no. 2 (June 13, 2014): 151–81. http://dx.doi.org/10.4471/remie.2014.09.
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The first study focused on increasing her ability to identify letters and to write these letters. The research was conducted in a resource room setting located in a public school in a large urban school district. The effects of employing DI flashcards on letter recognition and letter writing were evaluated in a multiple baseline design. Overall the effects of the experiment were positive; the participant improved her accuracy letter identification accuracy and her skills at writing her letters from the alphabet. The time, cost, and effort needed for Experiment I was minimal and the student enjoyed the procedures. A second study was conducted with a first grade boy. We wanted to determine the effectiveness of Teach Your Child to Read in 100 Easy Lessons along with a DI flashcard procedure to improve a first grade student’s ability to identify sounds and sight words within a public school behavior intervention (BI) classroom setting. Overall the effects of the second experiment were also quite positive. The participant improved his accuracy and ability to say the letter-sounds and target words. Suggestions for future research were made.
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Jin, Myung H., Bruce McDonald, and Jaehee Park. "Does Public Service Motivation Matter in Public Higher Education? Testing the Theories of Person–Organization Fit and Organizational Commitment Through a Serial Multiple Mediation Model." American Review of Public Administration 48, no. 1 (June 17, 2016): 82–97. http://dx.doi.org/10.1177/0275074016652243.
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To address some of the inconsistencies in the literature regarding links between public service motivation (PSM) and individual performance, this study proposes and tests a three-path mediation model in public higher education in which the relationship is mediated by person–organization fit (P-O fit) and organizational commitment (OC) in serial. Based on a sample of 692 faculty at an urban public university, we find that P-O fit and OC as a causal chain mediate the relationship between PSM and organizational citizenship behavior and that this mediated relationship varies depending on the specific context of the performance dimensions. While PSM has positive influence on service through its effect on P-O fit and OC in serial, the results indicate an indirect negative effect on research productivity and no association with teaching. The results regarding both direct and indirect effects further reveal that the directions and significance of the relationships can vary depending on how performance is conceptualized.
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Mekonen, Kasahun Desyalew, and Wondale Temesgen Tedla. "What Happened to Ethiopian Youth during the Covid-19 Pandemic?" Comparative Sociology 21, no. 6 (December 15, 2022): 651–76. http://dx.doi.org/10.1163/15691330-bja10069.
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Abstract The purpose of this qualitative study was to investigate Ethiopian urban youth’s changing risk beliefs, contributing factors, and global south lessons in relation to the COVID-19 pandemic. Researchers conducted in-depth interviews and focus group discussions with urban youth in Ethiopia’s East-Gojjam district. The findings revealed three major stages in the youth’s risk perception: the high perceived risk stage associated with early pandemic outbreaks, the steady decline stage associated with economic stress that outweighed perceived health risk, and the zero risk stage when all safety measures appear to have been completely abandoned. The government’s self-contradictory rhetoric and practice, the contradiction between religious teachings and scientific messages, and misinformation in social media are factors for the evolved risk beliefs. A major lesson from the global south is the active participation of key stakeholders in bridging the gap between government and society.
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Love, Hannah B., Ellyn M. Dickmann, and Ellen R. Fisher. "What is an “ArchintorTM?” A paradigm shift in teaching, facilitation, and learning: The impact of different types of coursework expectations on classroom network structures." PLOS ONE 18, no. 7 (July 19, 2023): e0288136. http://dx.doi.org/10.1371/journal.pone.0288136.
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Hypothetically, a student could attend a class, listen to lectures, and pass the class without knowing or interacting with other students. What happens to the network when the classroom expectations change? For example, there is a coursework expectation that students exchange contact information, or the instructor uses collaborative learning practices. Or what if the principal investigator (PI) of a scientific team goes on a sabbatical? This study uses the framework of classrooms because of their relatability across science. We asked how do different instructor coursework expectations change network structures within a classroom or other learning environments? A social network survey was administered at the start and end of the semester (pre- and post-test) in six university sociology classrooms to explore how expectations impacted the communication and learning networks. We found practical changes in course expectations impact the communication and learning networks, suggesting that instructors, facilitators, and others could be the archintorTM (architect+instructor+facilitator) of the network. Understanding that expectations can impact a network’s structure marks a paradigm shift in educational assessment approaches. If the archintorTM has identified the “optimal” network structure, then their task is to design expectations that result in specific interactions that ultimately improve student achievement and success. This work provides recommendations for classroom archintorsTM to create the most impactful classroom networks. Future research should extend beyond education and classroom networks and identify the best or desired networks in other areas like public policy, urban planning, and more. If these “optimal” networks were identified, an archintorTM could design a social network to solve wicked problems, manage a crisis, and create social change.
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Schuurmans, Jitse, and Lee F. Monaghan. "The Casanova-Myth: Legend and Anxiety in the Seduction Community." Sociological Research Online 20, no. 1 (February 2015): 94–107. http://dx.doi.org/10.5153/sro.3535.
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The word Casanova is often treated as a synonym for womaniser, variously interpreted in a positive or negative light depending upon the audience. The Seduction Community (SC) largely comprises young heterosexual men who follow and adapt the teachings of commercial pick-up artists, typically in an effort to embody the Casanova-myth. This paper reports and analyses findings from a qualitative study of the SC. Drawing from life history interviews ( n =29) and understandings generated during fieldwork in California in 2009 and 2013, the paper explores the meanings of the Casanova-myth qua urban legend. As explained in studies that view modern society as a ‘folk community’, urban legends help mediate anxieties following the Great Transformation in American community life. However, this paper contends that such legends may also produce the same gender anxieties they aim to ameliorate. Lascivious myth-making, which finds clear expression within the rationalised SC, constitutes a double-edged sword under conditions of rapid social change comprising confluent intimacies and the potential marketisation of everything.
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Lundberg, Osa. "Obstacles to bilingual education." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 29–54. http://dx.doi.org/10.17011/apples/urn.201712104583.
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The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in an urban suburb in Gothenburg, Sweden. This school was strategically chosen for its pedagogical approach towards social and linguistic diversity1. This article examines the formulation and appropriation of a bilingual and bicultural education program and what obstacles exist with regards to implementation of bilingual education in the realization arena. The theoretical impetus comes from the sociology of knowledge which examines how social policy connects to social practice by applying the concepts of formulation, realization and transformation (Lindensjö & Lundgren, 2000). Data was derived from interviews and participant observations between 2006 and 2009 with three different ninth grade classes from same school. The results show that in the formulation arena the policy was in favor of active bilingualism (a holistic and comprehensive approach throughout the curriculum), strong support for mother tongue education, and creating in students a bicultural identity. However, in the realization arena, the bilingual education program was reduced to the employment of bilingual teachers who provided mother tongue tuition. Support for the bicultural and multilingual development of students’ language and culture was never fully incorporated into the ordinary teaching and instruction. This was due in part to obstacles in the formulation and realization arenas (Lindensjö & Lundgren, 2000). Five types of obstacles to the appropriation of bilingual education were observed. Two primary obstacles in the formulation arena were 1) a strong separation of languages, and 2) bilingual teachers as representatives of diversity. In the realization arena the following three obstacles were observed: 1) teacher resistance to polylingual education, 2) insufficient study support for mother tongue tuition, and 3) a monolingual norm. In sum, the overriding obstacle is an overall lack of consensus about the aim and purpose of bilingual education. The discussion develops issues concerning the gap between what should be versus what could be in both the formulation and realization arenas (Lundberg, 2015).
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Naamy, Nazar. "MENAKAR KEBERAGAMAAN MASYARAKAT DAN SOLIDARITAS MEMBANGUN MASJID (STUDI KASUS MASJID DARUL HIDAYAH KELURAHAN DASAN CERMEN KECAMATAN SANDUBAYA KOTA MATARAM)." KOMUNITAS 9, no. 1 (June 13, 2017): 36–63. http://dx.doi.org/10.20414/komunitas.v9i1.1765.
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Religiousness is the knowledge level, belief, realization and full of comprehension of a person for the religion teachings which he believes, or an attitude of surrender to an existing strength outside of himself embodied in the activities and individual behavior in everyday life which include five dimensions: religious beliefs, worship, religion practice, religious knowledge, full of comprehension, and religious practice. The main problems in this research are: How is the understanding of Islam in the community of DasanCermen Village, Sandubaya Sub-district, Mataram City? How is practice of the teachings of Islam in the community of DasanCermen Village, Sandubaya Sub-District, Mataram City? What do factors influence people’s spirit in building DarulHidayah mosque in DasanCermen village, Sandubaya Sub-district, Mataram City? The purpose of this research is to analyze the religiousness level of Dasan Cermen community and solidarity to build a mosque by using the sociology theory of Emile Durkheim. The type of this research was field study (field research) and the method used was qualitative data analysis that is analytic descriptive. This research also used phenomenology approach which included: daily activities of society, talks directly or indirectly, forms of religious activity, and intensity of society in the utilization of mosques. From the study conducted, this research found that the factors which encourage the DasanCermen community to build a mosque is a factor of ideology of rewardfrom Allah, a good collective solidarity passed down through the rural society, written rules and on the demands of sodakoh of road users who are so enthusiastic for the establishment of Darul Hidayah mosque. In addition, the DasanCermen community already has a mechanical solidarity to ideology in building a mosque. Although DasanCermen community is urban society, solidarity in building mosque is seen from the ideology of their religious understanding. This ideology also evolved as their mechanical solidarity as a rule which has been passed down from its predecessors, because the people still have a solid communal life in which the citizens have same interests and same awareness.
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Demerath, Peter. "The emotional ecology of school improvement culture." Journal of Educational Administration 56, no. 5 (August 6, 2018): 488–503. http://dx.doi.org/10.1108/jea-01-2018-0014.
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Purpose The purpose of this paper is to understand how high-performing schools develop and sustain improvement culture. While school culture has consistently been identified as an essential feature of high-performing schools, many of the ways in which culture shapes specific improvement efforts remain unclear. The paper draws on new research from social cognitive neuroscience and the anthropology and sociology of emotion to account for the relative impact of various meanings within school culture and how school commitment is enacted. Design/methodology/approach The analysis here draws on three years of ethnographic data collected in Harrison High School (HHS) in an urban public school district in River City, a large metropolitan area in the Midwestern USA. Though the school’s surrounding community had been socioeconomically depressed for many years, Harrison was selected for the study largely because of its steady improvement trajectory: in December, 2013, it was deemed a “Celebration” school under the state’s Multiple Measurement Rating system. The paper focuses on a period of time between 2013 and 2015, when the school was struggling to implement and localize a district-mandated push-in inclusion policy. Findings Study data suggest that the school’s eventual success in localizing the new inclusion policy was due in large part to a set of core interlocking feedback loops that generated specific emotionally charged meanings which guided its priorities, practices and direction. Specifically, the feedback loops explain how staff members and leaders generated and sustained empathy for students from disadvantaged backgrounds, optimism in their capabilities and motivation to help them learn and flourish. Furthermore they show how school leaders and staff members generated and sustained confidence and trust in their colleagues’ abilities to collaboratively learn and solve problems. Originality/value The model of the school’s emotional ecology presented here connects two domains of educational practice that are frequently analyzed separately: teaching and learning, and organization and leadership. The paper shows how several key features of high-performing schools are actually made and re-made through the everyday practices of leaders and staff members, including relational trust, academic optimism and collective efficacy. In sum, the charged meanings described here contributed to leaders’ and staff members’ commitment to the school, its students and each other – and what Florek (2016) has referred to as their “common moral purpose.”
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Buckley, Geoffrey, Tawny Paul, Hamish Kallin, and Harriet Cornell. "Teaching Urban Sustainability: A Study Abroad Perspective." Social Sciences 8, no. 9 (September 5, 2019): 254. http://dx.doi.org/10.3390/socsci8090254.
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Since 2011 more than 100 students from Ohio University have travelled to Edinburgh, Scotland, to study history, urban planning, and sustainability. In this paper we recount the genesis of this highly successful program, situate it in the broader literature on urban sustainability and study abroad, and then unpack its contents. We then consider how the adoption of green living practices combined with hands-on and experiential learning activities developed specifically for this program—including sustainability diaries, green spaces surveys, group research projects, and walking tours—complement content that is delivered in the classroom, and furthermore, how an emphasis on planning history and social equity contributes to student understanding of the forces that shape urban landscapes over time. In the end, we conclude that an urban sustainability theme conjoined with a location abroad presents educators with an opportunity to communicate critical sustainability principles that would be difficult to replicate if students did not leave their home university.
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Kowalewski, Maciej, Robert Bartłomiejski, and Dorota Kowalewska. "Teaching and Exploring Urban Politics With Postcards." Journal of Political Science Education 18, no. 1 (October 7, 2021): 93–100. http://dx.doi.org/10.1080/15512169.2021.1985506.
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Christiansen, Lars, and Nancy Fischer. "Teaching Urban Sociology and Urban Sustainability on Two Feet, Two Wheels, and in Three Cities." Teaching Sociology 38, no. 4 (October 2010): 301–13. http://dx.doi.org/10.1177/0092055x10380669.
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Kusin, Sittie Maguid. "Teachers’ Teaching Capability in Urban and Rural Areas: A Comparative Study." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 11 (November 15, 2022): 2432–39. http://dx.doi.org/10.11594/ijmaber.03.11.26.
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In order to achieve excellence in teaching and learning, it needs stronger, skillful teachers with technical expertise. The study was conducted to compare the teaching capability of teachers in Urban and Rural areas. The study utilized descriptive-comparative and mixed methods of research, and it was conducted at selected schools in the urban Cotabato City division and schools in the rural, Maguindanao-1 division. There were 56 totals of teachers, both in urban and rural areas. Respondents determined using total complete enumeration from 1 to 6 English teachers and the principal of each school. A self-made survey questionnaire was used to gather data. Random interviews and observations were done to validate respondents' answers. Statistical tools used were mean to describe teaching capability and a T-test of independent means to determine the difference. The extent of teaching capability of teachers in urban areas in terms of teachers' teaching strategies was rated very satisfactory, and in the rural area rated satisfactory. Implementing classroom management in urban areas was very satisfactory, while rural ones rated satisfactory. The difference between teachers' teaching capability in urban and rural areas was not significant. It is concluded that teachers in both urban and rural areas were performing well, although there is little difference in the implementation of the task as their teaching capabilities. This recommends that teachers in urban and rural areas improve their teaching capabilities and give more effort to mold their pupils to become competent to face the standards at the next level of their education
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Dion, Michelle, Leland M. Coxe, and Margaret Carne. "2008 APSA Teaching and Learning Track Summaries—Track Four: Teaching Research Methods." PS: Political Science & Politics 41, no. 03 (June 18, 2008): 616–17. http://dx.doi.org/10.1017/s1049096508250894.
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A diverse group of 25 faculty and graduate students participated in the 2008 Teaching Research Methods (TRM) track. Participants represented a range of institutions—public and private, urban and rural, domestic and international, large research universities and teaching colleges. Presentations provided evidence of the heterogeneity in methods instruction and of pedagogical innovations in course design and delivery. The discussion in this year's meeting echoed and built upon prior meetings, reflecting the workshop format and participation of several track members in successive TLC meetings. The recommendations formulated by the track will be discussed following a brief summary of the presentations and discussion.
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P., Adalberto. "A contextual study of contemporary urban sociology." Scholedge International Journal of Multidisciplinary & Allied Studies ISSN 2394-336X 2, no. 11 (December 11, 2015): 1. http://dx.doi.org/10.19085/journal.sijmas021101.
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Urban sociology is an essential. Control of Sociology, it is a branch of Sociology. In urban Sociology, as rule humanism, we contemplate social connection however to a restricted degree and in a shorter setting. The sort of social connection contemplated in Urban Sociology, as is clear from the name, are the relations which happen in an Urban Society. In this way urban sociology is an investigation of urban culture. The urban culture is contemplated and explored by systems and methods, which are of course experimental. The investigation of urban culture can be general and also particular. The paper reads out the contextual contemporary urban sociology and evaluates the appropriateness of the adopted and followed practices in a social set-up.
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Jones, Peter Blundell, Alan Williams, and Jo Lintonbon. "The Sheffield Urban Study project." Architectural Research Quarterly 3, no. 3 (September 1999): 235–44. http://dx.doi.org/10.1017/s1359135500002062.
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In the UK, government policy has encouraged architecture schools to be more research active and there is pressure to make the two final years of the five year course more definitively postgraduate. The University of Sheffield has responded with an experiment that combines studio teaching with real research on the city and its history. Sheffield is Britain's fourth largest city with a population of around half a million. It grew very rapidly in the eighteenth and nineteenth centuries, It now employs a fraction of the former labour force and the city is having to adjust its identity.
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Guo, Xiaojia, and Xueling Wu. "Study on the Application of Bilingual Teaching Mode in Geography Courses in Normal Universities." Scholars Journal of Arts, Humanities and Social Sciences 12, no. 04 (April 8, 2024): 110–16. http://dx.doi.org/10.36347/sjahss.2024.v12i04.001.
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Urban geography is an interdisciplinary subject involving urban planning, urban economics, social geography and so on. It is imperative to set up bilingual courses to understand the frontier trends and improve the international academic exchange ability of college students. This paper quantitatively analyzes the cognition of college students' bilingual curriculum construction through questionnaires. The results show that: (1) the students' sense of identity in the bilingual course of urban geography is generally positively related to their future professional ability improvement, English learning interest and career planning. (2) The effect of bilingual teaching quality of urban geography is mainly weakly positively correlated with the teaching method, the proportion of oral English and the proportion of English courseware. The effect of teaching method on teaching effect is obviously higher than that of other aspects. (3) The results of students' choice of the key factors of teaching quality are ranked as follows: teaching methods and means > students' current level > teachers' English ability, but the choice of teaching methods generally tends to be dominated by teachers' teaching and supplemented by students' participation. Therefore, the construction of bilingual courses is carried out from two aspects: for students, pay attention to the cultivation of students' interest in English learning, and strengthen the guidance of students' future professional ability improvement and career planning, as far as teachers are concerned, paying attention to improving their English level and professional quality, the initial teacher of bilingual classroom is undoubtedly the key.
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Howard, Amy L. "Engaging the City: Civic Participation and Teaching Urban History." Journal of Urban History 36, no. 1 (October 26, 2009): 42–55. http://dx.doi.org/10.1177/0096144209349883.
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Mrdjenovic, Tatjana. "Teaching method: ‘Integrative urban design game’ for soft urban regeneration." Spatium, no. 31 (2014): 57–65. http://dx.doi.org/10.2298/spat1431057m.
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Urban regeneration is challenged by contradictory process of globalization. This double-sided process can enrich local communities or leave them at margins of global society. Regarding globalization, most authorities claim that urban planning and design are in paradigm crisis. The crisis is an announcement for paradigm shift that is in contemporary theoretical and conceptual frameworks. They give hope for the ?light at the end of the tunnel?. Their common groundings are: ?soft and hard infrastructure?; ?agencies and structures?; ?power to?; ?new rationality?, ?common sense?; ?communicative action?; and ?integrative development?. The purpose of the research is to discuss possibilities of teaching method ?Integrative urban design game? for soft urban regeneration, elaborating it with respect to the crisis in specific context of building bridges among academia and local communities regarding various teaching approaches. The method was innovated at the Faculty of Architecture in Belgrade and tested in Bac community. The hypothesis is that the method provides soft infrastructure for urban regeneration in local communities. The research will result in a form of principles the game should be grounded on, using participative mimicry model of present and future place for overcoming paradigm crisis. Methodological approach is based on theoretical comparison, case study, and questionnaires among stakeholders.
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Gong, Yan. "Innovative English Classroom Teaching Based on Online Computer Technology in Rural Middle and Primary Schools." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 4. http://dx.doi.org/10.3991/ijet.v13i10.9449.
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The rapid development of information technology and Internet technology has played a positive role in enriching classroom teaching forms and improving teaching effectiveness. To study the effects of the innovative English classroom teaching in rural primary and middle schools, this paper adopts the iterature analy-sis method, case study method and observation method, theoretically ana-lyzes urban-rural distance teaching and establishes an urban-rural synchronous distance teaching model based on online computer technology. Then it gives de-tailed de-sign of the urban-rural synchronous distance teaching process based on online computer technology and uses a specific teaching case to investigate and analyze the effects of urban-rural synchronous distance teaching. The results prove that this teaching model can promote the effects of English classroom teaching in rural middle and primary schools, facilitate the urban-rural integrated teaching and en-riches the English classroom teaching froms in rural middle and primary schools.
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Schwed, Daniel, Ganesan Murali, and Clemente Brito. "DESCRIPTIVE STUDY ON PULMONARY EMBOLISM IN AN URBAN-TEACHING HOSPITAL." Chest 130, no. 4 (October 2006): 261S. http://dx.doi.org/10.1378/chest.130.4_meetingabstracts.261s-c.
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Boehm, Lisa Krissoff. "Introduction to the Journal of Urban History’s Issue on Teaching." Journal of Urban History 36, no. 1 (October 16, 2009): 22–27. http://dx.doi.org/10.1177/0096144209349881.
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Voltz, Deborah. "Challenges and Choices In Urban Teaching: The Perspectives of Generaland Special Educators." Multiple Voices for Ethnically Diverse Exceptional Learners 4, no. 1 (November 1, 2000): 41–53. http://dx.doi.org/10.56829/muvo.4.1.63l2502423020k35.
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This qualitative study was designed to strengthen the voice of urban practitioners in the scholarly debate regarding issues in urban teaching. Interviews were conducted with urban special education teachers, general education teachers, and principals from 23 urban school districts across the country. These three groups of educators identified challenges they faced in urban teaching, as well as strategies they found useful in addressing these challenges. Rewards and opportunities in urban teaching also were shared.
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Starr, Rose, and Martha Haffey. "Teaching Work-Study Students." Journal of Teaching in Social Work 1, no. 2 (October 13, 1987): 141–53. http://dx.doi.org/10.1300/j067v01n02_10.
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Marx, Jonathan, and Douglas Eckberg. "Teaching Scholarship During The 1990s: A Study of Authorship in Teaching Sociology." Teaching Sociology 33, no. 3 (July 2005): 252–62. http://dx.doi.org/10.1177/0092055x0503300302.
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While the scholarship of teaching has risen in prominence in the past few decades, little is presently known about the structure of knowledge creation and dissemination in that area of scholarship. Such basic facts as the characteristics of programs that perform and publish the research (e.g., B.A., M.A., or Ph.D.), or the identities of specific schools that are leaders in teaching scholarship remain undocumented. This article explores the topic through counts of articles and notes published in a major outlet in the scholarship of teaching, Teaching Sociology, during the decade of the 1990s. We address the following: (1) Does publication of teaching scholarship vary by the type of degree program (e.g., B.A., M.A., and Ph.D.) or by other characteristics? (2) Are some institutions centers of teaching scholarship? (3) How wide is the scope of teaching scholarship across the nation's departments? Overall, we find that a variety of sociology departments have established records of teaching publishing. Yet, some departments are leaders and appear to create a climate favorable to teaching scholarship. Jonathan Marx is professor of sociology at Winthrop University where he teaches courses in research methods, education, sport, organizations, and health. His most recent publications vary from a social history of science fairs to an examination of final gift exchange among the elderly. Douglas Eckberg is professor of sociology and Chair of the Department of Sociology and Anthropology at Winthrop University. He teaches a variety of courses and is convinced that research methods is the most fundamental course for developing critical thinking in students. He will be taking a sabbatical from teaching next year to pursue his strongest research interest–historical (nineteenth-century) southern homicide.
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Wang, Xuhui, Zhao Hao, Sixi Luo, and Meimei Ren. "A Teaching Model of Urban and Rural Planning Curriculum Integrating Virtual Simulation Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 06 (May 29, 2018): 149. http://dx.doi.org/10.3991/ijet.v13i06.8584.
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In the teaching process of Urban and Rural Planning, students not just need to learn relevant theoretical knowledge, but also should flexibly apply relevant theoretical knowledge to practice urban and rural planning. Virtual simulation technology can construct the teaching situation which organically combines theory and practice for the course of Urban and Rural Planning, help students deepen the understanding of theoretical knowledge and enhance theoretical knowledge application and practice ability so as to make up for the defects in Urban and Rural Planning teaching. Thus, virtual simulation technology was integrated in Urban and Rural Planning teaching to form the complete teaching mode in this paper. Practical teaching application shows the teaching mode has good effect on improving students’ theoretical knowledge study and practical ability.
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Baxter, Vern. "A Case-Study Method for Teaching Industrial Sociology." Teaching Sociology 16, no. 1 (January 1988): 21. http://dx.doi.org/10.2307/1317687.
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Whang, Nai-Ying, and Ling-Fang Yan. "Development of School Food Education: Teachers’ Teaching Interventions in Urban Middle Schools of Northern Taiwan." Education and Urban Society 52, no. 9 (February 10, 2020): 1330–50. http://dx.doi.org/10.1177/0013124519896847.
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This research explores current teaching interventions in the development of school food education in urban schools of northern Taiwan, focusing on the relationship between teachers’ teaching attitudes, teaching knowledge, and teaching commitments. As the urban schools of northern Taiwan (Taipei, New Taipei City, and Taoyuan City) are all classified as metropolitan areas, schools in these areas place a greater emphasis on students’ dietary habits. This study therefore selected urban middle schools of these three connected municipalities as the research area. It adopted stratified random methods for sampling and designed questionnaires to collect data. A total of 748 urban middle school teachers were selected as research participants. A total of 652 valid questionnaires were recovered, which generated an effective recovery rate of 87.17% among 59 urban middle schools. The results for teaching attitudes, environmental awareness, and food awareness are important. For teaching knowledge, teachers’ professional knowledge, class management knowledge, and academic research knowledge are significant. They will facilitate the development of school food education. Despite the limitations, the study can provide teachers with multiple technologies to fulfill food education through teaching interventions.
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Lee, Jocelyn Yee Vun, and Alice Su Chu Wong. "Teaching reading in rural secondary schools in Sabah: A preliminary study." Borneo Akademika 4, no. 4 (October 1, 2020): 59–69. http://dx.doi.org/10.24191/bav4i4/80758.
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Several studies have indicated education inequality between rural students and urban students. In language learning, students in rural areas have lower proficiency in English than those in urban areas.The aims of the present study were to investigate the perceptions,instructional knowledge and classroom practices of English teachers in teaching reading in rural areas in Sabah.An online survey was conducted on a sample of 20 secondary English teachers in a teacher professional development programme in Kudat, Sabah. The implications of these findings for future practice in rural high schools are discussed.
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Moore, Robert. "Forty Four Years of Debate: The Impact of Race, Community and Conflict." Sociological Research Online 16, no. 3 (August 2011): 194–201. http://dx.doi.org/10.5153/sro.2328.
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Race, Community and Conflict by John Rex and Robert Moore was published in 1967 and had a considerable public impact through press and TV. Forty four years later it is still widely cited in research on British urban society and ‘race relations’. It is used in teaching research methods, theory, urban sociology and ‘race relations’ to undergraduates. This article describes and explains the immediate impact of the book and its more lasting contribution to sociology. Race, Community and Conflict immediately addressed contemporary public issues around immigration and race relations and was the first book systematically to explore the responses of one city administration to the arrival of new migrants drawn in by the local demand for labour. The longer term impact of the book, it is argued, derives from its attempt to create a theoretical framework deriving from both the work of the Chicago School of Sociology and the adoption of a Weberian approach to social class and urban conflict. The combination of theorised structural analysis with detailed local ethnographic approaches to research probably accounts for the book's continued contribution to the teaching of sociology.
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Anny, Nusrat Zerin, Pradip Kumar Mishra, and Md Sajedur Rahman Rahman. "Teaching sociology in large classes." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 1 (January 2, 2020): 46–54. http://dx.doi.org/10.20525/ijrbs.v9i1.588.
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This study attempts to explore a major issue of higher education in Bangladesh that is, problems related to large size classes. The objectives of the study are to identify the problems faced by the students and the teachers; and to find out the ways of teaching effectively in large Sociology classes. This is a literature review article which has investigated the current teaching practices in the Sociology Classes at the affiliated colleges of the National University of Bangladesh. This paper also discussed the issue from the global perspective. It identified that large classes create a lot of problems for the students and the teachers resulting in the lower quality of higher education. Finally the paper concluded that teachers’ training, appointing supporting stuffs and ensuring necessary logistic support can be the possible solution of this great problem.
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Jattan, Aaron, Charles Penner, Joanne Maier, and Bruce Martin. "Are rural residents missing out on teaching? A comparison of teaching opportunities for urban and rural family medicine residents at the University of Manitoba." Canadian Medical Education Journal 9, no. 1 (March 28, 2018): e14-20. http://dx.doi.org/10.36834/cmej.42182.
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Background: The scholar competency of the CanMEDS-FM framework requires residents to develop teaching skills, and with the number of rural residency positions tripling over the last decade, it is essential for residency programs to provide rural residents with teaching opportunities. The purpose of this study was to investigate the differences in teaching opportunities offered to urban and rural family medicine residents at the University of Manitoba.Methods: The 117 urban and rural family medicine residents were surveyed to quantify their interactions with medical students. Specific respondents were interviewed to provide context to the survey.Results: On family medicine, only 20% of rural residents reported frequent opportunities to informally teach, compared to 57% of urban residents. Similarly, 86% of urban residents reported organized teaching opportunities compared to only 5% of rural residents. Residents placed high value in receiving additional teaching opportunities.Conclusion: This study suggests that there are fewer teaching opportunities for rural family medicine residents compared to urban residents at the University of Manitoba. Given the small sample size, a larger study could determine whether this trend exists across the country. It will be incumbent on residency programs to ensure rural residents have the opportunities to become competent educators.
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Preston, Jane P. "Rural and Urban Teaching Experiences: Narrative Expressions." Alberta Journal of Educational Research 58, no. 1 (May 30, 2012): 41–57. http://dx.doi.org/10.55016/ojs/ajer.v58i1.55556.
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This qualitative exploration of rural and urban teaching experiences encapsulates the experiences of 8 Western Canadian teachers. A literature review outlines the benefits and challenges of rural and urban education. Stemming from narrative inquiry data, I present the study’s results in the form of two composite stories, which depict the lived experiences particular to rural and urban teachers. Overarching themes emanating from these stories show that rural schools nurture close teacher-student-community relationships, while urban schools serve a larger, culturally-diverse student populace. Theoretical aspects of the study include the notion that teacher identity is influenced by one’s rural and urban background. I suggest that through teacher mentorships programs and forms of professional development, teachers be supplied time to reflect on how their past rural and urban life experiences affect their present teaching attitudes and behaviors. Cette exploration qualitative portant sur les expériences rurales et urbaines résume les expériences de huit enseignants dans l’Ouest canadien. Une analyse de la littérature dresse les grandes lignes en matière d'avantages et de défis liés à l’éducation en milieu rural et en milieu urbain. Puisant dans des données découlant de données d'enquêtes narratives, je présente les résultats de l’étude sous forme de deux histoires composites illustrant les expériences particulières d’enseignants en milieu rural et en milieu urbain. Des thèmes fondamentaux en ressortent et indiquent que les écoles rurales encouragent des liens serrés entre les élèves et la communauté alors que les écoles urbaines desservent une population estudiantine plus grande et diverse sur le plan culturel. Parmi les aspects théoriques de l’étude notons l’idée selon laquelle l’identité des enseignants est influencée par leurs antécédents ruraux et urbains. Je propose qu’on offre aux enseignants le temps de réfléchir sur l’impact qu'aurait leur vécu en milieu rural ou urbain sur leurs attitudes et comportements en salle de classe et qu'on le fasse par le biais de programmes de mentorat et de développement professionnel.
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Kuijlenburg, Rachel. "Teaching urban facility management, global citizenship and livability." Facilities 38, no. 11/12 (June 1, 2020): 849–57. http://dx.doi.org/10.1108/f-11-2019-0119.
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Purpose This paper aims to explain the influence of facility design on urban quality of life from an educational perspective. The outcome of this paper is to determine the influence of facility management (FM) on the quality of life of citizens in the city of The Hague by actively using a facility design to positively influence the livability. Design/methodology/approach This current explorative study is a mix-method approach of qualitative and quantitative applied research based on observations, shadowing, interviewing, questionnaires, document analyzes, desk research including analyzing audio and video material. This applied research framework is based on the cycle for practice-oriented research and innovation by van der Donk and van Lanen (2016). Findings More than 2,000 bachelor FM students over the past 15 years have been dispatched into the city to conduct small-scale, applied research on urban facility management (UFM). It provided data on changing neighborhoods resulting in numerous small-scale improvements. Besides, a better understanding of UFM, it contributed to a better awareness on global citizenship. Research limitations/implications Besides a better understanding of UFM to improve livability in neighborhoods, it also contributed into a better awareness in teaching global citizenship. Originality/value This long-running study supports the upcoming field of UFM and the debate how FM should be made explicit in the neighborhood.
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Dr. Muhammad Akram and Kiran Farzand. "PERCEPTION OF RURAL AND URBAN COMMUNITY TOWARDS TEACHING PROFESSION." EDUCATIONAL RESEARCH AND INNOVATION 1, no. 02 (December 2, 2021): 33–38. http://dx.doi.org/10.61866/eri.v1i02.26.
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The present study was designed to evaluate the perception of professional of different field from rural and urban community towards toward professions. Study was quantitative in nature and data was collected through a self administered questionnaire. The target population of the present study was consisted on the following occupation; doctors, lawyers, bankers and policemen from the divisions of central Punjab Pakistan. Sample was selected through multistage random sampling. Results of the study revealed that People from different professions who live in urban and rural areas have similar attitude to orientation toward teaching profession, social status, quality of work, personal growth and development and financial benefits in teaching profession.
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Boateng, Philip. "Rural and Urban Kindergarten Teachers’ Self-Efficacy: Implications for the Implementation of the Standard-Based Curriculum in Ghana." International Journal of Instruction 17, no. 3 (July 1, 2024): 275–90. http://dx.doi.org/10.29333/iji.2024.17315a.
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The study examined rural and urban kindergarten teachers’ teaching efficacy and its implications for the implementation of the standard-based curriculum in Ghana. It also examined whether kindergarten teachers’ teaching efficacy differs in terms of teaching experience. It also sought to determine the influence of gender, academic and professional qualification, job satisfaction, and teaching and learning resources on teaching efficacy. The Teacher Sense of Efficacy Scale (TSES) was used to collect online data from 375 kindergarten teachers drawn from rural and urban school settings. Findings from the study showed that kindergarten teachers in rural school settings reported higher levels of teaching efficacy in the area of instruction and pupil engagement than their urban counterparts. Again, rural and urban kindergarten teachers’ teaching efficacy differs across the different categories of teaching experience in areas of instruction and engagement but not for classroom management. The findings further showed that job satisfaction did not influence kindergarten teachers’ teaching efficacy. It is concluded that the Ghana Education Service should organize continuing professional development programmes to boost and sustain kindergarten teachers’ self-efficacy in areas of instruction, classroom management, and engagement. Implications of the study’s findings to research and practice are also discussed.
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Bangura, Mohamed. "Sociology Learning Curriculum for Sustainable Development: The Sierra Leone Rural and Urban Social Observation." British Journal of Education, Learning and Development Psychology 6, no. 3 (September 4, 2023): 37–51. http://dx.doi.org/10.52589/bjeldp-lj85tsnv.
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This research sought to explore sociology learning curriculum affairs, teaching and social learning for sustainable development in Sociology Departments in Sierra Leone. Education for Sustainable Development is a United Nations Educational, Scientific and Cultural Organisation dream which desires at transforming the route to education by accommodating doctrines, attitudes, customs and demands in all sorts of learning. Literature has authenticated the significance of problem resolving, environmentally applicable sociology education, activity dependent and cooperative education as the foundation for sustainable development. Focus has also been lodged alongside the pedagogical and sociology curriculum affairs in assistance of sustainable teaching and learning in developing nations. The methodology recruited consisted of literature search, questionnaires, interviews, observation and documentary analysis. The research was embraced on two rural and two urban university sociology departments. The outcomes disclosed that some departments obeyed a genuinely harmonised sociology curriculum where academic performance was harmonised with industry-based education or learning, while others obeyed an authentically academic sociology curriculum. Results demonstrated that trailing an academic sociology curriculum steered to relevant employment though unemployment was immense due to the absence of competence. The immense rate of employment of those trailing harmonised sociology curriculum seemed to be an inducement. The research concluded that a harmonised curriculum and sociology education was more constructive for sustainable development and entrepreneurship. Advance research is required on the sociology curriculum and approaches for education or industry harmonisation for sustainable development and challenges sociology departments encounter in attempting to execute the Education for Sustainable Development programme in developing nations.
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Kropocheva, Tatyana, and Mariya Sineva. "Urban natural environments in teaching younger school children." SHS Web of Conferences 98 (2021): 03012. http://dx.doi.org/10.1051/shsconf/20219803012.
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Under the conditions of intensive introduction of information technologies into learning practice (presentations, e-books) and various printed media (printed notebooks, dictionaries and reference books), teachers everywhere have ceased to perform nature tours, and during lessons devoted to Surrounding World it becomes common to study nature without nature. Observations of nature and laboratory experiments, introduced in the 19th century to methods of teaching natural science, were referred to as the main methods of teaching natural science to younger schoolchildren in the 20th century. However, in the 21st century the observations nearly disappeared from elementary school, and experiments are performed either as home assignments or are substituted with presentations. Aiming at elimination of drawbacks of verbal presentation of Surrounding World discipline, becoming more and more popular in modern elementary school, the authors tried to analyze the opportunities of close natural surrounding for organization of research activity by younger pupils. This article discusses educational opportunities of the use of urban natural environment in formation of direct observations and nature study by younger pupils. Information about the natural and climatic features of the urban environment, about diversity of flora and fauna species can be useful for the teacher. The mentioned features are exemplified by natural environment of city schools in Kemerovo oblast. Floristic lists of trees and shrubs at schoolyards of some schools in Kuzbass are provided as well as specifications of species diversity of various classes of animal world of the mentioned cities (birds, mammals, amphibians, reptiles, and insects). And though the urban natural environment cannot be considered as rich, the species diversity of synanthropes and ruderal plants of urban nature present wide opportunities as learning material to train investigative researchers capable to see, to analyze, to compare, and to generalize natural phenomena.
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Chubbuck, Sharon M., and Michalinos Zembylas. "The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher." American Educational Research Journal 45, no. 2 (June 2008): 274–318. http://dx.doi.org/10.3102/0002831207311586.
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The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical praxis informed by emotional resistance to unjust pedagogical systems and practices. The authors’ analysis may assist in the development of socially just teachers: First, emotions and their expression play an important, ongoing role in socially just teaching, and second, emotional negotiation related to socially just teaching can provide deeper understanding of possible change, perhaps even in counterresponse to wider social, political contexts of schools.
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Chavan, Vishwajeet Manohar, and Girish Manohar Chavan. "School health performance score: a comparative study between rural and urban school performance." International Journal Of Community Medicine And Public Health 5, no. 6 (May 22, 2018): 2421. http://dx.doi.org/10.18203/2394-6040.ijcmph20182170.
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Background: Safe, secure and healthy environment for children to learn better and face the challenges of future life can be achieved by school sanitation and hygiene education. The objective of the study was to study School health performance score and compare between rural and urban school performance.Methods: A cross sectional study was carried out. It included randomly selected 46 rural schools and 11 urban schools. Both the school was compared in terms of school health services parameters.Results: In our study, 33854 students in total were enrolled from 46 rural schools as compared 9904 students from 11 urban schools. Mean number of students per school was noted to be 735.95±303.72 in rural schools and 900.36±172.83 students in urban schools. From the 46 rural school teachers, 7 teachers had semi-English as their mode of teaching as compared to 39 teachers whose mode of teaching was Marathi; while all the 11 urban school teachers taught their students only in Marathi.Conclusions: It was found that the school performance score overall as well as on individual item studies was significantly better in urban schools than the rural schools.
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Rotella, Carlo. "Urban Literature: A User’s Guide." Journal of Urban History 44, no. 4 (September 5, 2017): 797–805. http://dx.doi.org/10.1177/0096144217729148.
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This article addresses urbanists in various fields—history, the social sciences, planning, and more—who are interested in incorporating literary works into their teaching and research and may be looking for critical approaches that connect such work to their own expertise. It begins from the premise that the traits that make a city a city present writers with opportunities to tell stories, experiment with form, make meaning, and otherwise exercise the literary imagination. When we use “urban literature” as a category of analysis, when we try to identify relationships between cities and the writing produced in and about them, we are asserting that this writing takes shape around confronting the city as a formal, social, and conceptual challenge. This article explores examples of texts ranging from Sister Carrie to I Am Legend and beyond that engage signature urban processes such as urbanization, development, and the dense overlap of orders.
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Bhunia, Rajkumar, and Prabir Paul. "Awareness of Secondary School Teachers towards Blended Teaching-Learning." International Journal of Research and Review 10, no. 8 (September 1, 2023): 1021–26. http://dx.doi.org/10.52403/ijrr.202308128.
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This study was undertaken to study the Blended Teaching-Learning awareness among the secondary school teachers, and to compare the awareness among female and male teachers, rural and urban teachers, <10 years and ≥10 years teaching experienced teachers, as well as arts and science teachers. This study was followed descriptive survey research method. All the secondary school (under WBBSE) teachers of Howrah District, West Bengal was included as population of the study. The data was collected by self-made awareness scale form Stratified Randomly selected 242 Sample (14 secondary schools from rural area and 9 secondary schools from urban). Findings of the study were that: secondary school male teachers have significantly greater awareness towards blended teaching-learning than female teachers; urban teachers have significantly better awareness than rural teachers; secondary school teachers with lesser teaching experience has better awareness than the teachers with greater teaching experience; and science teachers has better awareness than arts teachers. In summary, blended teaching-learning transforms the teachers’ role from knowledge provider to coach, guide and mentor. So, it is primarily needed to make all the teachers as highly aware in blended teaching-learning irrespective of their gender, locality, teaching experience, and educational stream differences. Keywords: Blended Teaching-Learning, Teachers’ Awareness, Secondary School Education.
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Liu, Yating, and Lingyan Fan. "Urban Renewal and Renovation of Old Buildings from the Perspective of Cultural Output - A Study on the Teaching of Graduation Project Design in Shanghai Sanda University." SHS Web of Conferences 157 (2023): 03019. http://dx.doi.org/10.1051/shsconf/202315703019.
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As urban renewal mode has transformed from massive demolition and reconstruction to stock improvement and upgrading, the environment design major also goes through constant changes to cope with the various problems in urban regeneration. In light of this situation, there is an urgent need to reform the teaching of environmental design courses, including teaching methods and modes. This study focuses on the teaching reform of the design of graduation projects from 2019 to 2022 to illustrate the transformation of training concepts, the teaching reform and selection of graduation projects, the research of teaching mode innovation, multiple teaching methods, various modes of presentation, and the organization and implementation of the teaching process composed of “three dimensions and four links”. The study aims to integrate the course teaching with practices, achieve cultural output and revival in the process of upgrading and renewal, and improve students’problem-solving capacity and their ability to innovate so that they can be more qualified for future jobs.