Gotowe bibliografie tematyczne / Sociology of pedagogy

Gotowa bibliografia na temat „Sociology of pedagogy”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Sociology of pedagogy"

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Halasz, Judith R., i Peter Kaufman. "Sociology as Pedagogy". Teaching Sociology 36, nr 4 (październik 2008): 301–17. http://dx.doi.org/10.1177/0092055x0803600401.

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As a discipline, sociology has produced a rich understanding of social processes, and yet the pedagogical implications of this scholarship remain largely untapped. In this paper, we employ a framework of sociology as pedagogy to show how sociology can enhance and inform teaching and learning. We select examples from a range of classical and contemporary social thought to highlight the connection between sociological theory and the practices of teaching and learning. We use these theories to demonstrate a broad application of our notion of sociology as pedagogy; however, we believe that all sociological knowledge can be mined for its pedagogical significance. Furthermore, recognizing how sociological phenomena shape the classroom experience is conducive to a more reflexive pedagogy in line with the tenets of the sociological imagination.
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Richer, Stephen. "Sociology and Pedagogy: Some Reflections". Canadian Journal of Education / Revue canadienne de l'éducation 15, nr 1 (1990): 91. http://dx.doi.org/10.2307/1495419.

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Rieger, Jon H. "Visual sociology: A practical pedagogy". Visual Sociology 6, nr 1 (czerwiec 1991): 38–43. http://dx.doi.org/10.1080/14725869108583682.

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Seidman, Steven. "Queer Pedagogy / Queer-ing Sociology". Critical Sociology 20, nr 3 (październik 1994): 169–76. http://dx.doi.org/10.1177/089692059402000310.

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Fobes, Catherine, i Peter Kaufman. "Critical Pedagogy in the Sociology Classroom". Teaching Sociology 36, nr 1 (styczeń 2008): 26–33. http://dx.doi.org/10.1177/0092055x0803600104.

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Swaffar, Janet, Carolyn D. Baker i Allan Luke. "Toward a Critical Sociology of Reading Pedagogy". Modern Language Journal 77, nr 1 (1993): 92. http://dx.doi.org/10.2307/329566.

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Baviskar, Amita. "Pedagogy, Public Sociology and Politics in India". Current Sociology 56, nr 3 (maj 2008): 425–33. http://dx.doi.org/10.1177/0011392107088236.

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Wagh, Anurekha Chari. "Bringing Back the ‘Classroom’: Feminist Pedagogy in a Sociology Classroom". Society and Culture in South Asia 8, nr 1 (31.10.2021): 7–29. http://dx.doi.org/10.1177/23938617211047630.

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The article interlinks sociology and classrooms through the lens of teaching gender studies. It argues that to address the challenges of teaching gender studies to students of sociology at a university department, of a state university, it has to be placed within the complex terrain of classrooms. It states that while there is a discussion on the challenges of framing feminist pedagogy and teaching gender studies in India, there is inadequate engagement with the issue of; one, the changing nature of the classroom and its relevance and impact in the structuring of the disciplinary theories, methodologies and pedagogy and two, the challenges of operationalising feminist pedagogy within classrooms.
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Rege, Sharmila. "Feminist Pedagogy and Sociology for Emancipation in India". Sociological Bulletin 44, nr 2 (wrzesień 1995): 223–39. http://dx.doi.org/10.1177/0038022919950205.

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McWilliams, Susan, i Alan R. Sadovnik. "Knowledge and Pedagogy: The Sociology of Basil Bernstein." Contemporary Sociology 24, nr 6 (listopad 1995): 796. http://dx.doi.org/10.2307/2076702.

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Rozprawy doktorskie na temat "Sociology of pedagogy"

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Bennich, Maria. "Kompetens och kompetensutveckling i omsorgsarbete : Synen på kompetens och lärande – i spänningsfältet mellan samhälleliga förutsättningar och organisatoriska villkor". Doctoral thesis, Linköpings universitet, Pedagogik och sociologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55893.

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Avhandlingen är en sammanläggningsavhandling med syfte att studera om synen på kompetens är relaterad till lärmiljön och strategier för kompetensutveckling. Parallellt med syftet har jag analyserat och diskuterat kompetensutveckling ur ett samhälleligt och interorganisatoriskt perspektiv. Fokus ligger här på styrprinciper, brukarinflytande och nationella utvecklingsprogram.  Avhandlingen utgörs av en lokal studie som bygger på 22 intervjuer och 74 enkäter, en forskningsöversikt samt en studie som bygger på utvärderingar av det nationella utvecklingsprogrammet Kompetensstegen. Resultatet från den lokala studien – två vårdboenden och två hemtjänstverksamheter – visar att förutsättningarna för lärmiljön skiljer sig åt beroende på verksamhetstypen. Inom hemtjänstverksamheterna var stöd och engagemang från ledningen mer central för kompetensutveckling än inom vårdboendena. Samtidigt visar resultatet att i de verksamheter där det fanns en mer utvecklad lärmiljö och en integrerad strategi – dvs. en kombination av icke‐formella och formella läraktiviteter – för kompetensutveckling, var uppfattningarna om omsorgspersonalens kompetens mer utvecklade. Fokus låg här på att utveckla både kompetens och verksamhet. Det som förenade samtliga verksamheter var uppfattningen att personalen behöver en förmåga att utveckla relationer till brukaren. Analysen av Kompetensstegen – en stor nationell satsning – visar på en brist i samspel och jämlika relationer mellan arbetsplatserna och utbildningsanordnare. Denna brist hade implikationer för hur väl satsningen på kompetensutveckling lyckades. Inom de verksamheter där arbetsplats‐ och utbildningssystem samverkat, ledde detta samspel till att arbetsplatslärandet blev mer flexibelt, effektivt och användbart för deltagarna. Exemplet visar att kompetensfrågor behöver analyseras ur ett samhälleligt perspektiv. Den samhälleliga analysen visar att kompetensfrågor lätt kommer bort eftersom dessa inte är integrerade i styrprinciper som konkurrensutsättning, upphandlingsförfaranden och kundval. Kompetensutveckling inom äldreomsorgen är en komplex, svårbestämbar och krävande process som behöver synkroniseras på olika nivåer. De nationella satsningar, där formell utbildning dominerar, har sällan fått något genomslag i verksamheten. Perspektivet har oftast varit kortsiktigt och individinriktat. Tillfälliga resursförstärkningar och projektsatsningar leder inte heller till att frågan om kompetensutveckling prioriteras och att nödvändiga resurser avsätts lokalt. Nyckelord: omsorgspersonal, kompetens, kompetensutveckling, äldreomsorgen, interaktiv forskning, interorganisatorisk samverkan
The dissertation is a compilation article thesis and the main purpose is to study how perceptions about competence are related to learning environments and competence development strategies. Parallel to this purpose, I have analysed and discuss competence development from a societal and inter-organisational perspective. Here the focus is on governing principles, user-influence and national development programmes. The dissertation consists of a local study based on 22 interviews and 74 questionnaires, a research review and a study based on evaluations of the national Steps for Skill Programme (Kompetensstegen). The results of the local study – two care homes and two home-help units – showed that prerequisites for learning environments differ depending on the type of activity being conducted. In the home-help context, the support and involvement of the management was more central for competence development than in the care homes. At the same time, the results showed that in those activities where there was a more developed learning environment and an integrated strategy for competence development, i.e. a combination of informal and formal learning activities, perceptions about the competence of care staff were more advanced. Here the focus was on developing competence and the work itself. What was common to all the activities was the perception that staff needed to be able to develop relations with users. The analysis of the Steps for Skill Programme – a major national initiative – revealed deficiencies in the interplay and equal relations between workplaces and educational institutions. This had implications for the success of the competence development programme. In those areas where the workplace- and educational system cooperated, the workplace learning was more flexible, efficient and serviceable for the participants. This example indicated that competence issues need to be analysed from a societal perspective. The societal analysis showed that competence issues are easily neglected if they are not integrated into governing principles, such as exposure to competition, procurement procedures and customer choice. Competence development in elder care is a complex, difficult to define and demanding process that needs to be synchronised at different levels. National ventures, where formal education dominates, have had very little impact. The perspective has often been shortsighted and individual-oriented. Also, one-off projects and occasional resource allocations do not lead to competence development being prioritised or to essential resources being allocated locally. Keywords: Care-staff, competence, competence development, elder care,  interactive research, inter-organisational cooperation.
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Marshall, Harriet. "The sociology of global education : power, pedagogy and practice". Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435690.

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Wahlgren, Olivia. "Tematisk analys av ett digitalt läromedel i tidig matematik för barn i åldrarna 4–6 år". Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176996.

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Det är viktigt att barn i 4–6-årsåldern ges förutsättningar för att utveckla färdigheter i tidig matematik. Barnets lärande i såväl matematik som andra ämnen förmedlas av den tidiga förståelsen, som också har stor påverkan på individens fortsatta lärande, som skolbarn och även som vuxen. Magiska trädgården (MT) är ett digitalt lek-och-lärospel för förskolebarn i områdena tidig matematik och problemlösning. Teamet bakom MT har konstaterat att det finns en grupp av barn som har svårt att spela det första delspelet, Skattjakten. Studien ämnar undersöka varför vissa barn upplever det särskilt svårt att spela Skattjakten, samt skissera förslag på hur spelet kan modifieras för att underlätta spelandet. Datainsamlingen har skett genom kvalitativa intervjuer med personal på en förskola. Intervjuerna har sedan transkriberats och analyserats med hjälp av Tematisk analys. I analysen identifieras fyra övergripande teman och tillhörande underteman som knyter an till frågeställningen. Resultaten tyder på att vissa barn kan uppleva en större problematik att spela Skattjakten på grund av att spelet innehåller otillräckliga instruktioner, samt att det kan upplevas som långdraget. Det finns dessutom två färdigheter som barnet behöver för att framgångsrikt kunna spela: Att förstå kopplingen mellan ballong och grotta samt att hantera en dator eller skärm. Därtill är förmågorna abstrakt tänkande och att kunna ordningsföljden, svåra att behärska och kan påverka huruvida barnet lyckas spela. Förhoppningsvis kan ett barn börja att lära sig dessa förmågor under spelets gång. Baserat på resultaten ges förslag på ändringar i form av ett skriftligt genomförande illustrerad av en skiss. Studiens resultat och teoretiska ramverk diskuteras med hänsyn till forskningsfrågorna. Framtida forskning kan utveckla resultaten i den här studien genom att utföra upprepade användartester med barn, samt fortsätta ha en interaktion med förskolepedagoger. Studien bör betraktas som ett steg på vägen till att kartlägga varför Skattjakten är svårt att spela för vissa barn.
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Wiltshire, Gareth. "A sociology of physical activity and health for young people". Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/17161.

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Background. Much research suggests that physical activity has important health benefits, yet many young people are disengaged with various forms of exercise. In light of this claim, various policies and interventions have been implemented to promote physical activity but, to date, have been largely unsuccessful and the target of some criticism. Reasons why many young people are relatively physically inactive are not well understood and current explanations rarely attend to sociological issues. Aims. The aims of this study were twofold; (1) to investigate the social processes which influence physical activity and health for young people, (2) to investigate ways to better promote physical activity and therefore reduce health inequalities. Methods. Twenty-nine participants aged 13-14 from 4 different schools in England took part in the study. Purposeful recruitment ensured sufficient diversity across gender, ethnicity, social class, ability, body shape, and self-reported physical activity. Over a seven-month period, various qualitative methods were used including focus groups, ethnomethodology and visual methods. Salient social theories were used to interpret the data. Findings. The interpretation of data resulted in four main findings; (1) health is a socially constructed concept that young people understand through particular structures of language, visual imagery and knowledge; (2) physical activity is sometimes seen as a purposeful practice aimed at increasing physical capital through burning calories and turning fat into muscle; (3) engagement in physical activity is often contingent on whether specific activities are directly endorsed/rejected by peers as socially acceptable/unacceptable activities; (4) physical activities and sedentary activities can be seen as social practices that young people take part in as part of a system of habitual dispositions. Implications. In order to reduce health inequalities, physical activity promoters might better account for these social processes. Suggestions for policy and practice include (1) using intervention strategies that move beyond individualistic conceptions of behaviour, (2) introducing a new vocabulary and imagery to the understanding of health, (3) reducing physical capital disparities in spaces where physical activity takes place, (4) encouraging and accommodating friendship groups in intervention designs, and (5) providing activities and spaces where young people s habituses can be enacted. Conclusions. Various social processes affect the extent and type of physical activity that young people engage in. Strategies to promote physical activity ought to account for these social processes. Sociologically informed qualitative research methods can contribute to knowledge in the field of physical activity and health.
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Knowles, F. E. "A critical sociology of the education of Native Americans : an application of Habermas to the pedagogy /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137721.

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Dooley, Karen Teresa, i k. dooley@qut edu au. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Griffith University. School of Cognition, Language and Special Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030102.105906.

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This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.
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Dooley, Karen. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes". Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366070.

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This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Full Text
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Fager, LaLuna, i Emelie Andersson. "Risk- och skyddsfaktorer i arbetet med individer som är beroende av datorspel. : En socialpedagogisk analys av professionellas berättelser". Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102353.

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Introduktion: Behandlingen av datorspelsberoende är av svag evidensbaserad grund och diagnosen har ännu inte fått en svensk översättning. Syftet med föreliggande studie är att genom kvalitativa intervjuer med professionella undersöka berättelser om risk- och skyddsfaktorer i relation till behandlingsarbetet med individer som är beroende av datorspel. Metod: Som vetenskapsteoretisk utgångspunkt har vi utgått från hermeneutik, studien har utförts med den kvalitativa ansatsen där fem professionella behandlare har intervjuats. Studien har tagit teoretisk inspiration från den symboliska interaktionismen för att kunna tolka och genomföra analys av studiens empiri. Resultat: Riskfaktorer som informanterna kan se hos individer med datorspelsberoende är psykisk ohälsa, neuropsykiatriska diagnoser, särbegåvning, dåliga hemförhållanden, spel som flykt samt att spel är lättillgängligt. Skyddsfaktorer som kan ses hos individerna var goda hemförhållanden och god ekonomi samt att kunna balansera spelandet med andra aktiviteter och fritidsintressen. Även god skolgång och känslan av att ingå i ett sammanhang och känna meningsfullhet påvisades som en skyddsfaktor. I resultatet framkom det att behandlingsarbetet oftast grundar sig i KBT och MI. Familjeterapi är också viktigt i många fall samt att arbeta med levnadsvanor och positiva förändringsprocesser. Efterföljande behandling som återfallsprevention och strategier för efter avslutad behandling var också av vikt. Resultatet analyserades med hjälp av tidigare forskning och symbolisk interaktionism som teoretisk utgångspunkt. Slutsatser: Studien slutsatser visar på att flera riskfaktorer kan skapa en sårbarhet hos individen medans flera skyddsfaktorer istället kan skapa en motståndskraft mot problematiken. De riktlinjer med KBT och MI beskrivs som bristfälliga och att de professionella behöver ta till andra behandlingsmetoder för att försöka bemöta varje individs upplevelse av problematiken.
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Atnarsson, Annie, i Emma Sandström. ""Relation går före metod" : En kvalitativ analys av professionella aktörers berättelser om substitutionsbehandling i relation till framgång och hinder vid det praktiska arbetet". Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-103526.

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Syftet med föreliggande studie är att uppnå en ny kunskap om professionella aktörers berättelser om substitutionsbehandling i relation till framgång och hinder vid det praktiska arbetet. Studiens teoretiska utgångspunkt är relationellt perspektiv, då relationen i ett människovårdande yrke är av stor betydelse för ett lyckat behandlingsresultat. Detta är en studie med kvalitativ ansats och hermeneutisk vetenskapstradition, metoden som används är semistrukturerade intervjuer. Framgångarna som uppmärksammas i resultatet tyder på att utbudet i behandlingen, relationsskapandet, individuella förutsättningar samt utbildning, kunskap och förhållningssättet hos de professionella är viktiga faktorer för en lyckad behandling. Blandberoende, samverkan och samhällets syn på substitutionsbehandling och de som genomgår den är några av de hinder som framkom i resultatet. I resultatdiskussionen redovisas hinder och framgångar i det praktiska arbetet med substitutionsbehandling utifrån tidigare forskning och studiens resultat. Även efterfrågade förbättringsområden adresseras i resultatdiskussionen. Slutsatsen i studien är att bemötandet hos den professionella och relationen mellan de professionella och de individer som genomgår en substitutionsbehandling lägger grunden för en lyckad behandling. Den socialpedagogiska implikationen är de professionella aktörernas förhållningssätt och relationsskapande. Något som går att applicera i andra socialpedagogiska kontexter, en grundpelare gällande individers förändringsarbete.
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Rodrigues, Tanya. "Non-Formal Education and Street Youth Empowerment: Pedagogy and Practice of Two Brazilian Non-Governmental Organizations". Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28578.

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Historically, many initiatives designed to assist marginalized populations in Brazil have emerged through civil society. More specifically, for the case of children and adolescents, it has been grassroots and non-governmental organizations (NGOs), at the local and national level, that have played a crucial role in not only defending the rights of destitute children and adolescents but also in creating programs to serve the needs of this vulnerable population. In this light, my aim through two ethnographic case studies is to investigate how the pedagogical approaches and non-formal education (NFE) programs provided by two NGOs foster the potential educational sites for today's street youths in Sao Paulo, Brazil, to become empowered socially, culturally, economically and politically. The two cases also serve as a point of entry to understand these urban youths as a subculture.
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Książki na temat "Sociology of pedagogy"

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On critical pedagogy. New York: Continuum International Publishing Group, 2011.

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Baker, Carolyn, i Allan Luke, red. Towards a Critical Sociology of Reading Pedagogy. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.

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Knowledge and critical pedagogy. New York: Springer, 2008.

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R, Sadovnik Alan, red. Knowledge and pedagogy: The sociology of Basil Bernstein. Norwood, N.J: Ablex Pub. Corp., 1995.

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Stephens, Paul. Social pedagogy: Heart and head. Bremen: Europäischer Hochschulverlag, 2013.

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Kostyło, Piotr. Social problems in Polish pedagogy after 1989. Bydgoszcz: Wydawn. Uniwersytetu Kazimierza Wielkiego, 2011.

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Doyle, Clar. A site for critical pedagogy. St. John's: Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1989.

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Freire, Paulo. Pedagogy of the city. New York: Continuum, 1993.

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Moore, Alex. Teaching and learning: Pedagogy, curriculum and culture. London [England]: RoutledgeFalmer, 2000.

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Teaching and learning: Pedagogy, curriculum, and culture. London: RoutledgeFalmer, 2000.

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Części książek na temat "Sociology of pedagogy"

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Gilbert, Pam. "Writing Pedagogy". W Towards a Critical Sociology of Reading Pedagogy, 27. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.05gil.

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Luke, Allan, i Carolyn Baker. "Towards A Critical Sociollogy of Reading Pedagogy". W Towards a Critical Sociology of Reading Pedagogy, xi. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.02luk.

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McLaren, Peter. "Pedagogy in the Age of Predatory Culture". W The Politics, Sociology and Economics of Education, 183–96. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25752-2_13.

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Luke, Allan. "The Political Economy of Reading Instruction". W Towards a Critical Sociology of Reading Pedagogy, 3. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.04luk.

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Hunter, Ian. "Learning the Literature Lesson". W Towards a Critical Sociology of Reading Pedagogy, 47. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.06hun.

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Mey, Jacob L. "Literacy". W Towards a Critical Sociology of Reading Pedagogy, 83. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.07mey.

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Heap, James L. "A Situated Perspective on What Counts as Reading". W Towards a Critical Sociology of Reading Pedagogy, 103. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.09hea.

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Green, Judith L., i Lois A. Meyer. "The Embeddedness of Reading in Classroom Life". W Towards a Critical Sociology of Reading Pedagogy, 141. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.10gre.

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Baker, Carolyn. "Literacy Practices and Social Relations in Classroom Reading Events". W Towards a Critical Sociology of Reading Pedagogy, 161. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.11bak.

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McHoul, Alec. "readingS". W Towards a Critical Sociology of Reading Pedagogy, 191. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.19.13mch.

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Streszczenia konferencji na temat "Sociology of pedagogy"

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Hadi Pratiwi, Poerwanti. "Eco-pedagogy on Senior High School: A Proposal for Ecological Issues in Teaching Sociology". W International Conference on Education, Social Sciences and Humanities. Jakarta: RedWhite Press, 2019. http://dx.doi.org/10.32698/hum0207.

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Borisova, Lyudmila G. "ON FIRST PERSON". W All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-35-40.

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These memoirs of Lyudmila Glebovna Borisova were published in the journal “Education and the addition of education” after her departure. At the request of the chief editor of the publication L.I. Borovikov were prepared by the author as an article “Pedagogy of Creativity and the Sociology of Education” under the heading “Life of Great Ideas”.
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Ningrum, Epon, Mamat Ruhimat, Ahmad Yani i Nandi Nandi. "Evaluation of Workshop Specific Subject Pedagogy (SSP) System Learning on Teacher Profession Education Post SM3T Force 4 in Indonesia Education University". W The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007111811221127.

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"Competence as an Important Paradigm of the Information Society". W XIII Ural Demographic Forum. Global challenges to demographic development. Institute of Economics of the Ural Branch of RAS, 2022. http://dx.doi.org/10.17059/udf-2022-2-5.

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The article examines the issue of competence and the formation of competencies in the context of the information society and post-globalisation. It is hypothesised that education and socio-cultural reality are correlated. The work uses correlation methods, content analysis, and a review of scientific literature. The result of the study is the development of theoretical provisions and practical recommendations in the field of education. The findings can be used in pedagogy, andragogy, sociology and management theory.
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Zatkova, Timea. "HIGHER EDUCATION PEDAGOGY AT SLOVAK UNIVERSITY OF AGRICULTURE- NEW TRENDS IN UNIVERSITY TEACHERS PREPARATION". W SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.046.

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Kunturova, Nadezhda B., Anna L. Prokofieva, Natalia V. Vasilieva, Nina S. Jasnova, Irina V. Evgrafova i Natalia S. Yakushkina. "The Basic Requirements for the Development of Efficient Applications for E-Learning". W Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.1.

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Dai, Lei. "The Language Used for Teaching Translation Theory Courses on Master Programs in Translation and Interpreting". W Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.19.

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Yin, Qingshan, Wenhui Dou, Lanjie Li, Zhiyuan Ma i Shiqiang Jiang. "A Study on the Enlightenment of the U.S. 2019 Missile Defense Review on the Framework Design of Military English for Rocket Force". W Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.10.

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Davydova, Svetlana. "The McDonaldization of Society: Irrational Rationality". W Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.100.

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Rogaleva, Liudmila, Valerii Malkin, Uliya Khaerzamanova i Irina Mamaeva. "Psycho-Pedagogical Conditions of Development of Self-Efficacy in Young Athletes at the Initial Stage of Training". W Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.11.

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Raporty organizacyjne na temat "Sociology of pedagogy"

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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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