Gotowe bibliografie tematyczne / Educational Sociology

Gotowa bibliografia na temat „Educational Sociology”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 28 lipca 2024

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Artykuły w czasopismach na temat "Educational Sociology"

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SAKAI, Akira. "Clinical Educational Sociology". Journal of Educational Sociology 74 (2004): 5–20. http://dx.doi.org/10.11151/eds1951.74.5.

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KANO, Yoshimasa. "Educational Sociology as Scientific Knowledge". Journal of Educational Sociology 64 (1999): 21–37. http://dx.doi.org/10.11151/eds1951.64.21.

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Abott, Linda M. C. "The sociology of educational expansion". Social Science Journal 23, nr 1 (1.03.1986): 98–99. http://dx.doi.org/10.1016/0362-3319(86)90013-3.

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Levin, Jack, i William C. Levin. "Sociology of educational late blooming". Sociological Forum 6, nr 4 (grudzień 1991): 661–79. http://dx.doi.org/10.1007/bf01114406.

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Fuller, Kay. "Sociology, gender and educational aspirations". Educational Review 69, nr 4 (26.05.2017): 524–26. http://dx.doi.org/10.1080/00131911.2017.1327630.

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NAGOSHI, Kiyoka. "Educational Practices and Sociology of Education". Journal of Educational Sociology 64 (1999): 5–20. http://dx.doi.org/10.11151/eds1951.64.5.

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Antikainen, Ari. "Four Decades of Finnish Educational Sociology". Scandinavian Journal of Educational Research 41, nr 3-4 (wrzesień 1997): 397–411. http://dx.doi.org/10.1080/0031383970410314.

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Tolu, Hüseyin. "Inquiry into Turkey's Educational Technology, Governance, Situational Educational Policy". International Journal of Information and Communication Technology Education 14, nr 2 (kwiecień 2018): 60–71. http://dx.doi.org/10.4018/ijicte.2018040105.

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Investigating the sociology of educational technology can be approached through a series of deliberations based on the interaction between Free/Libre Open Source Software (FLOSS) and Proprietary Close Source Software (PCSS). This article consults public policy discourses of the Fatih project, which is the current educational technology project in Turkey, particularly focusing on discourses of politicians. This article argues that Turkey has been deploying an Anglo-Governance Model, which is based on an ‘experimental' and ‘strategic' governance, to be a dominating decision-maker in the technological singularity. However, without defining 'values' of FLOSS, any initiative(s) from Anglo-Governance Model will result in what could be referred to as an ‘PCSS-Based Polycentric System' in which the Government has ultimately became an unwelcome decision-maker and PCSS, particularly in such a way that giant corporations exercise dominance over the sociology of educational technology in Turkey.
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Bakić, Sarina. "Ključni aspekti sociologije obrazovanja". Obrazovanje odraslih/Adult Education 14, nr 1 (2014): 112–26. http://dx.doi.org/10.53617/issn2744-2047.2014.14.1.112.

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As an independent empiric and theoretical science, the sociology of education is discovering mutual relations between education and society, socio-historical and cultural conditionality of educational process and its internal structure. Sociology of education signifies a treasury of key estimations concerning necessary alternations in education and about their influence towards social changes as a whole. This text underlines some of the key sociological aspects of educations such are education equality, adult life long education and leisure. It revolves applicable ideas about the future of education from sociological perspective.
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Renjie, Zhang, i Wang Hui. "Thoughts on Indigenous Research of Educational Sociology". Chinese Education & Society 34, nr 6 (listopad 2001): 60–67. http://dx.doi.org/10.2753/ced1061-1932340660.

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Rozprawy doktorskie na temat "Educational Sociology"

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Cevallos, Salgado Ricardo Xavier. "Rationalizing sociology as an educational strategy : Plurality of convictions and position-takings of sociology students in Swedish higher education". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446507.

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The present study examines the choice for sociology as a subfield in Swedish higher education. In the Bourdieusian tradition, the theory of social practices – with its relational concepts of field, habitus and capital – was the sociological lens for constructing the object and instruments for tackling it. The emphasis was given to the subjective dimension: how students rationalize and strategize the decision for studying sociology, as a course or a program, in an educational choice that entails a mobilization of resources acquired in the past for anticipating the future. For this, qualitative interviewing enabled the production of narratives of 21 students at different Swedish universities, exploring assumptions and presuppositions deployed in their choice. Results suggest a complex construction of the choice for sociology as a meaningful and suitable decision, producing varied degrees of conviction in the subfield and position-takings in relation to its practice and representations. Different positions can be outlined depending on how sociology is understood: as a capital for a subsequent entry to different fields, a distinction emerges in the mode of appropriation between ‘specialization’ of those investing in programs and ‘generalization’ of those taking freestanding courses combined with other investments; a difference indicating a different degree of belief in the discipline and its inculcation translated into the time devoted for it. When sociology becomes a field, a distinction refers to the practice of sociology between an ‘academically oriented sociology’ concerned with research and teaching, and a ‘socially oriented sociology’ concerned with an engagement and contribution to people outside the academic space. Since sociology is a scientific field with relatively weak autonomy to external forces, a plurality of hierarchies characterizes a stake for defining its ultimate and legitimate value, offering multiple satisfactions according to varied strategies and aspirations. However, this should not conceal the academic roots of a discipline precisely institutionalized at universities and that may influence a hierarchical relation between the social and the academic in the sociological field.
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Perry, Harriet Harris. "Partnering districts and schools for improvement a study in educational sociology /". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Raue, Kimberley Marie. "Do Professional Learning Communities Matter for Student Academic Performance? An Analysis of Data from the ECLS-K". Thesis, The University of Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273429.

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The purpose of this study is to examine the effect of professional learning communities (PLCs) on elementary school students’ performance in reading and mathematics using data from the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K). This study also investigates whether PLCs have differential effects on student performance based on student characteristics such as socioeconomic status (SES), race, and whether they are academically at-risk and school characteristics such as school type, school size, minority enrollment, and percentage of students eligible for free or reduced-price lunch (FRPL). PLCs are seen as a promising way of remedying the traditionally isolated nature of teachers’ work by facilitating a network through which teachers can share expertise, receive support, and disseminate effective practices. The underlying theory is that by facilitating teachers’ access to a network of their peers, they will be able to improve their instruction, which will ultimately lead to improved student achievement. This study addresses the need for more empirical evidence on the impact of PLCs on student performance using a large, national dataset. Principal component analysis (PCA) was used to identify correlated PLC items from the ECLS-K teacher questionnaire. Hierarchical and cross-classified random effects modeling (HCM) was then used to analyze the impact of student-, teacher-, and organizational-level variables—including two PLC variables—on students’ reading and mathematics performance. The analysis found that teacher collaboration had a significant positive effect on growth in reading and math scores, while a positive school climate was associated with significantly higher initial reading scores. Rarely did either PLC variable show differential effects based on student- or school-level characteristics.

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Roberts, William. "Learning your way out? : a sociology of working class educational experience". Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.563998.

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This study examines the intersections of class, social exclusion and education policy during New Labour’s time in office, with the bulk of its focus falling upon secondary schooling. Working against wider political, academic and popular effacements and recodifications of class, and with a particular focus upon its marginalisation within both political and academic discourses of social exclusion, both concepts are mapped out in ways which allow them to be understood in tandem and as rooted within the structures, processes and relations of society and its constitutive institutions. Qualitative in approach, and set within the ebb and flow of long running educational struggles heavily imbued with issues of class, the study uses semistructured interviews with 21 education professionals to explore the impact of the current market-based education policy regime upon the institutional structures, processes and professional practices which confront working class pupils on a daily basis. In turn, it examines the ways in which working class pupils and the shaping of their educational experiences are understood by those trained and charged to teach in an education system intimately bound to the re/production of class inequalities and social exclusion. Parallel to this, the project uses biographically orientated interviews with 17 working class young people in order to explore the variegated ways in which class and social exclusion intersect within their schooling careers as they are shaped along shifting axes through, within, and against the kinds of contexts and conditions mapped out by education professionals. The study provides key insights into the contemporary circulation of class within schools: invoked through crosscutting narratives of ‘ability’, ‘deficiency’ and ‘social constructivism’ by education professionals caught within systemic pressures to perform, and a ubiquitous facet of working class educational experience which is continually stirring, settling, straining to be re/made, and wrought through shifting layers and dimensions of in/exclusion.
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Kaase, Kristopher Jerome. "Equal Employment Opportunity and Educational Achievement Gaps". NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-12312002-131419/.

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Despite over 30 years of awareness, intervention, and research regarding race, class, and gender differences in educational achievement, large differences still persist. These differences have a significant impact on individuals? quality of life. Research on educational achievement gaps has been largely focused on schools or families; while policy efforts to address these gaps have been focused on schools, with limited success. This study examines the broader community context in which schools and families are embedded. Specifically, this study addressed the policy question: Is relative inequality in employment opportunity in local areas related to relative inequality in educational achievement in the same areas in North Carolina? Employment opportunity was conceptualized as quality of employment and as earnings. Relative inequality was measured by comparing a race (Black or White), class (high school education or less vs. education beyond high school), and gender group to White males with parental education beyond high school. Relative inequality in Biology and English I achievement were measured at the school level and at a modified Public Use Microdata Area (PUMA) level. Relative inequality in quality of employment and earnings were measured at the modified PUMA level, and measured separately for the local area and neighboring area. This study was unique in that it a) examined the variation in employment opportunity across communities and b) examined race, class, and gender inequality as simultaneously experienced rather than as separate inequalities. Relative inequality in local earnings had a positive relationship with relative inequality in high school Biology for most Black and White student groups. Relative inequality in local earnings had a positive relationship with relative inequality in English I for Black students. There was little support for the hypothesis that relative inequality in the local quality of employment had an effect on relative inequality in achievement. There was also little support for the effect of neighboring community employment factors on inequality in achievement. This study found reason to support policies that would reduce relative inequality in earnings in local areas as a means to reducing educational achievement gaps.
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Cornwell, Ken W. "New Perspectives on Rural Educational Inequality". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398334162.

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Grimalli, Julia. "Student Persistence and Retention| The Perception of Educational Attainment from Underrepresented Sophomore Students". Thesis, Southern Connecticut State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792457.

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Post-secondary student retention and persistence is on the minds of professionals at various higher learning institutions due to the disparities in educational attainment. These disparities may lead to inhibited social mobility, and lack of cultural and social capital. This study examined what factors Southern Connecticut State University sophomore students perceived as aiding or impeding their degree path. It questioned how underrepresented students shaped their perception on their educational attainment and how this compares to the existing research and literature on the success practices of underrepresented students in higher education. The study was conducted using open-ended semi-structured interview questions administered to second year sophomore students at Southern Connecticut State University. Specifically, they were underrepresented students defined as being low-income, racial minority, and first-generation students. This study aimed to explore the narrative of underrepresented students by exploring why college access doesn’t necessarily result in college completion.

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Mulcahy, Mary Eucharia. "The sociology of a financial crisis : the Catholic school system, Columbus, Ohio /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636476439.

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Pickett, Robert Louis. "Race, Region, and Rurality: Implications for Educational Attainment". NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04162004-194223/.

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The purpose of this research has been to improve the understanding of the social factors influencing educational attainment. Specifically, this research looks at the combined affects of race, region, and type of residence on educational attainment. Past research has shown that African Americans have consistently had very low levels of educational attainment. Other bodies of educational research have shown that residents of the South have had persistently lower levels of educational attainment than any other major region of the country. Furthermore, similar research has revealed that residents of rural areas also tend to have lower educational attainment than other residential areas. As it turns out, the highest concentration of African Americans and the highest concentration of rural Americans, reside in the South. It is this intersection, as it relates to educational attainment, that is the focus of this research. Data was obtained from the 2000 General Social Survey (GSS) and is analyzed using ordinary-least-squares regression.
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De, Lannoy Ariane. "Educational decision-making in an era of AIDS". Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/3868.

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Includes abstract.
Includes bibliographical references (p. 243-267).
One of the ways in which AIDS is said to ravage the lives of young people is through its impact on education. Youth and their caregivers might respond to shortened life expectancy by investing less in schooling. No evidence has been presented for this hypothesis, however. Indeed, little is known about educational decision-making outside of a Western, industrialized context. This thesis examines educational decisionmaking in South Africa, and specifically tests the hypotheses that AIDS reduces the perceived value of education. The study combines quantitative and qualitative research, all conducted in the South African city of Cape Town. Whilst it proves difficult to model the effects of HIV/AIDS, the quantitative data from both adolescents (who participated in successive waves of the Cape Area Panel Study) and adults (who participated in the 2005 Cape Area Study) fails to provide support for the hypothesis that AIDS leads to a diminished valuation of the importance of education. Qualitative material was collected through diverse methods, from samples of AIDSaffected and non-affected young adults, and from HIV-positive adult caregivers. The qualitative research shows that young adults make educational decisions as part of a broader process of constructing identities. In a context of ‘fragility’, youth have to decide who they are and want they want to be. They construct positive ‘future selves’ that entail the aspiration for a long and successful life, in the course of which they maintain some control in the face of the chaos, hardship and mortality around them. Investing in education is an important marker of this self-control and positive aspiration, and hence their desired identity. HIV-positive adult caregivers also choose to invest heavily in their children’s education because they want to equip their children with advantages that will endure after their own deaths. HIV/AIDS might induce stress, insecurity and anxiety, but no evidence was found that it leads either caregivers or youth to make negative decisions about education, or to orient their values, attitudes and behaviour towards the short- rather than the long-term.
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Książki na temat "Educational Sociology"

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

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Okoro, Ogunyiriofo. Sociology and educational processes. Onitsha: Ballin Enterprises Nig., 2010.

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Na, Hang-jin. Kyoyuk sahoehak: Educational sociology. Kyŏnggi-do P'aju-si: Yangsŏwŏn, 2011.

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O, Man-nok. Kyoyuk sahoehak: Educational sociology. Kyŏnggi-do P'aju-si: Chŏngminsa, 2015.

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

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Chuka, Okonkwo, i Agada John, red. Sociology of education for Nigeria. Owerri, Nigeria: Totan, 1991.

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I, McKay Veronica, i Allais Carol, red. A sociology of educating. Johannesburg: Lexicon Publishers, 1995.

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

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

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

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Części książek na temat "Educational Sociology"

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Saunders, Bruce. "Clinical Educational Sociology". W Handbook of Clinical Sociology, 291–305. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4615-3782-3_18.

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Crosnoe, Robert, i Aprile D. Benner. "Educational Pathways". W Handbooks of Sociology and Social Research, 179–200. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20880-0_8.

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Ballantine, Jeanne H., Jenny Stuber i Judson G. Everitt. "Educational Movements and Reform". W The Sociology of Education, 489–530. Wyd. 9. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023715-13.

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Sanchez, Esmeralda, Nicholas Vargas, Rebecca Burwell, Jessica Hamar Martinez, Milagros Pena i Edwin I. Hernandez. "Latino Congregations and Youth Educational Expectations". W Sociology of Religion, 349–60. 3rd Edition. | New York : Routledge, 2018. | Revised edition of Sociology of religion, c2011.: Routledge, 2019. http://dx.doi.org/10.4324/9781315177458-30.

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Morales, Jessie A. Bustillos. "The ever-present discourses in education: Discourse and educational change". W Sociology for Education Studies, 68–78. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: The routledge education studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429397585-8.

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Fernandez, Frank, i David P. Baker. "Educational transformations". W Routledge Handbook of the Sociology of Higher Education, 369–79. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2016: Routledge, 2016. http://dx.doi.org/10.4324/9781315772233-32.

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Mesthrie, Rajend. "Sociolinguistics and Sociology of Language". W The Handbook of Educational Linguistics, 66–82. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch6.

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Wicht, Alexandra. "Regional Contexts in Quantitative Educational Sociology". W Education, Space and Urban Planning, 299–307. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38999-8_29.

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Perez-Felkner, Lara, Ladanya Ramirez Surmeier i Rose Rezaei. "Gender and Educational Inequality". W The Sage Handbook of Sociology of Education, 142–58. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Sage Publications Ltd, 2024. http://dx.doi.org/10.4135/9781529783506.n9.

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Frank, Kenneth, Yun-jia Lo, Kaitlin Torphy i Jihyun Kim. "Social Networks and Educational Opportunity". W Handbooks of Sociology and Social Research, 297–316. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_13.

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Streszczenia konferencji na temat "Educational Sociology"

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Lisitsa, Ksenia E. "Social Stigmatization And Educational Failure In Higher Education Sociology: Inter-Influence". W International Scientific Conference. European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.06.69.

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Миняжев, Т. Р. "Educational technology in teaching the sociology of conservatism". W Социально-гуманитарные исследования: векторы развития науки и образования : материалы VIII научно-практической конференции с международным участием, посвященной Году педагога и наставника, г. Москва, МПГУ, 20–21 апреля 2023 г. Crossref, 2023. http://dx.doi.org/10.37492/isgo.2023.10.01.005.

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Naumovski, Ljupcho. "SUCCESSFUL ORGANIZATION THROUGH EDUCATION - EDUCATIONAL PROCESS". W SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.115.

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Yatsyshyn, Uliana. "The problem of implementing inclusive education in higher education institutions in Ukraine". W Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.102.

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Background: Ukraine took a major step towards promoting inclusive education by adopting a new law on education in 2017. This law guarantees the right to education for all individuals, regardless of their disabilities, and aims to enhance their socialization and educational opportunities. However, most higher education institutions require adaptation to the individual needs of individuals with special educational needs. Purpose: The purpose of this article is to explore the conceptual foundations and identify practical problems in implementing the strategy for creating an inclusive educational environment in higher education institutions in Ukraine. Methods: We used document analysis as a method to identify the problems in the way of implementing the strategy for creating an inclusive educational environment in higher education institutions in Ukraine and ways to address them. Results: The results of the study of the conceptual foundations and implementation problems of inclusive education principles in higher education institutions in Ukraine showed an increasing number of individuals who require the creation of an inclusive educational environment, as well as practical problems with implementing these principles, including unprepared facilities, insufficient qualification of teaching staff, and a lack of adapted educational materials. Conclusion: The aim of inclusive education for individuals with special educational needs is to ensure full and equal access to education and to develop their potential, enabling them to function successfully in society. Inclusive education prevents the exclusion of such individuals from the educational process and creates an environment where everyone can freely express their ideas and needs, develop their potential, and receive support from teachers and other students. Keywords: inclusion, inclusive educational environment, person with special educational needs
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Muzakar, Abdullah, Nurdin Ibrahim i Priyono Priyono. "Critical Thinking Ability and Students’ Learning Achievement of Sociology Education in the Industrial Sociology Courses". W Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.66.

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Udovkina, T. V., I. YU Rojba i O. F. Lobazova. "Cultural and educational tourism in spiritual and moral education youth". W Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-02-2020-03.

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V'yunov, P. N. "Educational management as a strategy for the development of education: historical aspect". W Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-09.

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Valica, Miroslav. "OPTIONS FOR EDUCATIONAL ASSESSMENT OF PUPILS IN ETHICS EDUCATION". W SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.083.

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Iskandar, Carla Monica, Framesty Destriyani, Randi Permadi, Yadi Ruyadi, Ade Gafar Abdullah i Ari Arifin Danuwijaya. "The Effect of Parents’ Economic, and Social Culture Capital on Children’s Educational Achievement in Indonesia University of Education". W The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007112911841188.

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Zubchenko, Olexander. "Visualisation as a method for investigating the dysfunctional of the educational institution in the temporarily occupied territories of the South Ukraine". W Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.107.

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Background: after the Russian occupation in February – March 2022, an occupation regime was established in a significant part of Southern Ukraine, within the framework of which the aggressor state is carrying out institutional construction, in particular, in the field of education. Purpose: analyze the dysfunctional character of the institute of education in the temporarily occupied territories of the South of Ukraine Methods: qualitative analysis of photo images that are publicly available on the Internet Results: the hypothesis that the main task of educational institutions is Russification, the spread of enemy propaganda and the education of the young generation in the spirit of collaboration has been confirmed. For this purpose, various tools are used - re-education centers, folk and unofficial holidays, inciting inter-ethnic enmity, creation of children's and youth organizations. The activities of social organizations in the field of education are aimed at the destruction of Ukrainian identity, deindividuation, zombification and militarization of the consciousness of schoolchildren and students. Conclusion: the dysfunctionality of the educational institution in the temporarily occupied territories of the South of Ukraine is the result of the deliberate actions of powerful actors, which are aimed at preserving and strengthening the occupation regime, dehumanizing the educational process and turning the school into a closed totalitarian space Key words: social institution, education, dysfunctionality, visualization, russification
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Raporty organizacyjne na temat "Educational Sociology"

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

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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SOLOVEVA, N., i V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Loveless, Jerry. The Use of Music as a Pedagogical Tool in Higher Education Sociology Courses: Faculty Member Perspectives and Potential Barriers. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1100.

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

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Review question / Objective: The purpose of this work is to systematically review the existing scientific literature on the use of participatory research approaches for the empowerment of girls and young women in physical education and sport contexts. Condition being studied: The empowerment of girls and young women in sports-physical activity contexts by means of participatory approaches. Information sources: To carry out this systematic review, a bibliographic search was carried out in eight electronic databases (Academic Search Ultimate, ERIC, MedLine, PsycInfo, Scopus, Sociology Source Ultimate, Sport-Discus and Web of Science) between the months of April and May 2021.
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van der Steina, Aija, Agita Lūse, Liene Rācene, Nadežda Pazuhina i Diāna Popova. Mindful Tourism Services for People with Mental Impairment. Situation Scan: Latvia, 2021. Institute of Philosophy and Sociology of the University of Latvia, wrzesień 2021. http://dx.doi.org/10.22364/mtspmi.2021.

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The report is part of the EU Erasmus + funded project “Mindful tourism services for mentally disordered people” (MindTour). The project aims to promote and support tourism entrepreneurs to value mentally disordered clients and their families as persons and customers and help them design mindful tourism services accessible for mentally disordered people. The project is implemented in cooperation with Estonian, Belgian and Latvian higher education institutions – University of Tartu, Pärnu College (Estonia), Thomas More Mechelen-Antwerpen (Belgium), University of Latvia (Latvia), as well as leisure and tourism service providers - Pärnu Museum (Estonia), Museum Dr Guislain (Belgium) and SIA Zeit Hotel (Latvia). This report reveals the current situation in the use and accessibility of tourism services for people with mental impairment in Latvia. Researchers of the Institute of Philosophy and Sociology of the University of Latvia Agita Lūse, Liene Rācene, Diāna Popova, Nadezhda Pazuhina and Aija van der Steina researched in the autumn and spring semesters of the academic year 2020/2021, using both secondary data sources and gathering primary data through interviews with social service providers and tourism service providers, as well as participant observation and mapping of services, involving people with GRT in the consumption of tourism services.
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Hendricks, Kasey. Data for Alabama Taxation and Changing Discourse from Reconstruction to Redemption. University of Tennessee, Knoxville Libraries, 2021. http://dx.doi.org/10.7290/wdyvftwo4u.

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At their most basic level taxes carry, in the words of Schumpeter ([1918] 1991), “the thunder of history” (p. 101). They say something about the ever-changing structures of social, economic, and political life. Taxes offer a blueprint, in both symbolic and concrete terms, for uncovering the most fundamental arrangements in society – stratification included. The historical retellings captured within these data highlight the politics of taxation in Alabama from 1856 to 1901, including conflicts over whom money is expended upon as well as struggles over who carries their fair share of the tax burden. The selected timeline overlaps with the formation of five of six constitutions adopted in the State of Alabama, including 1861, 1865, 1868, 1875, and 1901. Having these years as the focal point makes for an especially meaningful case study, given how much these constitutional formations made the state a site for much political debate. These data contain 5,121 pages of periodicals from newspapers throughout the state, including: Alabama Sentinel, Alabama State Intelligencer, Alabama State Journal, Athens Herald, Daily Alabama Journal, Daily Confederation, Elyton Herald, Mobile Daily Tribune, Mobile Tribune, Mobile Weekly Tribune, Morning Herald, Nationalist, New Era, Observer, Tuscaloosa Observer, Tuskegee News, Universalist Herald, and Wilcox News and Pacificator. The contemporary relevance of these historical debates manifests in Alabama’s current constitution which was adopted in 1901. This constitution departs from well-established conventions of treating the document as a legal framework that specifies a general role of governance but is firm enough to protect the civil rights and liberties of the population. Instead, it stands more as a legislative document, or procedural straightjacket, that preempts through statutory material what regulatory action is possible by the state. These barriers included a refusal to establish a state board of education and enact a tax structure for local education in addition to debt and tax limitations that constrained government capacity more broadly. Prohibitive features like these are among the reasons that, by 2020, the 1901 Constitution has been amended nearly 1,000 times since its adoption. However, similar procedural barriers have been duplicated across the U.S. since (e.g., California’s Proposition 13 of 1978). Reference: Schumpeter, Joseph. [1918] 1991. “The Crisis of the Tax State.” Pp. 99-140 in The Economics and Sociology of Capitalism, edited by Richard Swedberg. Princeton University Press.
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ASSAf Distinguished Visiting Scholar (DVS) Programme 2023/24. Academy of Science of South Africa (ASSAf), 2024. http://dx.doi.org/10.17159/assaf.2024/102.

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The Academy of Science of South Africa (ASSAf) hosted Prof Loretta Baldassar as the 2023/24 ASSAf Distinguished Visiting Scholar (DVS). The DVS Programme took place on 12 - 27 March 2024. Prof Baldassar delivered a series of lectures under the theme “Transnational Family Care: from social death to digital kinning over a century of Australian migration” at various institutions across five Provinces: the universities of the Witwatersrand (Wits), Limpopo (UL), Free State (UFS), Rhodes, Stellenbosch and University of Cape Town (UCT). She also engaged with emerging academics at these institutions as part of her research capacity development work, drawing on the tools and insights of social network analysis (SNA). Prof Baldassar is Professor of Anthropology and Sociology, Vice Chancellor’s Professorial Research Fellow, and Director of the Social Ageing (SAGE) Futures Lab at Edith Cowan University (ECU). The Academy of Science of South Africa (ASSAf) annually invites one or more distinguished scholars from abroad to present lectures at various higher education institutions around the country. The scholars are internationally prominent academics who are inspirational speakers and usually with an ability to bridge the divides between disciplines. The purpose of the Distinguished Visiting Scholars’ Programme is to fulfil one of the Academy’s strategic goals, viz. the promotion of innovation and scholarly activity. Through interaction with distinguished individual scholars from around the world, ASSAf aims to enrich and stimulate research endeavours at South African higher education and research institutions. Scholars from the humanities disciplines are invited in alternate years.
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