What Should Students Understand after Taking Introduction to Sociology?

Autor/inn/en	Persell, Caroline Hodges; Pfeiffer, Kathryn M.; Syed, Ali
Titel	What Should Students Understand after Taking Introduction to Sociology?
Quelle	In: Teaching Sociology, 35 (2007) 4, S.300-314 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X0703500401
Schlagwörter	Introductory Courses; Sociology; Content Analysis; Educational Research; Educational Objectives; Instructional Leadership; Interviews; Comparative Analysis; Coding; Educational Attitudes; Knowledge Level; College Faculty; Teacher Attitudes + Suchen Sie Ihr Suchwort? Einführungskurs; Soziologie; Inhaltsanalyse; Bildungsforschung; Pädagogische Forschung; Educational objective; Bildungsziel; Erziehungsziel; Instruction; Leadership; Bildung; Erziehung; Führung; Interviewing; Interviewtechnik; Codierung; Programmierung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Wissensbasis; Fakultät; Lehrerverhalten
Abstract	Sociologists have long reflected on what should be taught in sociology. In recent years, the Scholarship of Teaching and Learning (SoTL) has produced several important publications on key principles and learning goals for the introductory course. However, little current work has systematically examined what peer-recognized leaders in the field deem important for introductory sociology. This paper is an effort to fill this research gap. Our research questions include: What do leaders think students should understand after an introduction to sociology course? Do the goals of Teaching Award winners differ from those of other leaders? How do the leaders' goals compare with those expressed in leading SoTL publications? To address these questions, we interviewed a sample of 44 leaders in 2005-2006. Using qualitative content analysis, we systematically coded, analyzed, and compared their goals. (Contains 2 tables and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10