Literaturnachweis - Detailanzeige
| Autor/in | Adkins, Angela M. |
|---|---|
| Titel | Values, Compassion, and the Role of Active Learning in an Introduction to Sociology Class |
| Quelle | In: Teaching Sociology, 49 (2021) 4, S.319-334 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Adkins, Angela M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0092-055X |
| DOI | 10.1177/0092055X211017205 |
| Schlagwörter | Social Values; Social Justice; Consciousness Raising; Altruism; Correlation; Sociology; Introductory Courses; Active Learning; Two Year College Students; Community Colleges; First Generation College Students; Low Income Students; Metacognition |
| Abstract | Prior literature suggests that self-transcendence (other-oriented) values may be a primary mechanism for moving beyond transitory feelings of empathy toward a compassionate orientation to addressing structural injustice. Active learning techniques in the classroom may then offer a fruitful platform for students to engage in the critical reflection connected to both values and compassion. This study uses a quasi-experimental pretest/posttest survey design to investigate the relationship among values, compassion, and active learning in a college-level Introduction to Sociology course. Student interviews conducted after semester completion are also used to explore the extent to which effects may persist beyond the conclusion of a course. Analyses suggest that exposure to active learning exercises as part of sociology course material results in a measurable shift toward self-transcendence and an increase in compassionate orientation, and values partially mediate this effect. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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