The past, the present and the future of the sociological theory in Russia
In: Moscow State University Bulletin. Series 18. Sociology and Political Science, Heft 2, S. 5-28
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In: Moscow State University Bulletin. Series 18. Sociology and Political Science, Heft 2, S. 5-28
In: The American journal of sociology, Band 107, Heft 3, S. 551-585
ISSN: 1537-5390
In: History of European ideas, Band 12, Heft 1, S. 131-133
ISSN: 0191-6599
In: ProtoSociology: an international journal of interdisciplinary research, Band 32, S. 17-35
ISSN: 1611-1281
In: Teaching sociology: TS, Band 47, Heft 4, S. 325-338
ISSN: 1939-862X
This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn. Data were collected over seven semesters using a pretest–posttest approach. Comparison of means showed that students who received metacognitive instruction did not differ significantly from a control group on strategy use, confidence, or motivation. Regression analyses show that metacognitive instruction did lead to greater use of metacognitive strategies. While instruction in metacognition did not produce all desired effects, this research illustrates the value of incorporating the science of learning in sociology courses.
In: European journal of social theory, Band 10, Heft 2, S. 206-219
ISSN: 1461-7137
In: The sociological quarterly: TSQ, Band 12, Heft 4, S. 436-440
ISSN: 1533-8525
In: Sociology: the journal of the British Sociological Association, Band 30, Heft 1, S. 159-162
ISSN: 1469-8684
In: Zeitschrift für Familienforschung: ZfF = Journal of familiy research, Band 18, Heft 2, S. 206-211
ISSN: 2196-2154
'Dieser Artikel diskutiert aus der Sicht des kritischen Rationalismus gängige Theoriedebatten der Familiensoziologie. Es zeigt sich, dass viele dieser Theoriedebatten wenig Erkenntnisgewinn versprechen. Demgegenüber - so wird argumentiert - sind familienökonomische Modelle hilfreich für die Familienforschung.' (Autorenreferat)
In: Journal of applied social science: an official publication of the Association for Applied and Clinical Sociology, Band 1, Heft 1, S. 7-15
ISSN: 1937-0245
For three days after the 9/11 attacks, hundreds of angry suburbanites gathered to surround and lay siege to the bounded neighborhood hosting the Mosque Foundation in Bridgeview, Illinois. I concluded from a two and one-half year ethnographic study of the post-9/11 experience of Arab Muslims in metropolitan Chicago that the underlying sociological conditions giving rise to these post-9/11 events were racialized and nativist understandings held by a significant proportion of southwest suburban whites that positioned Arab and Muslim Americans as cultural threats to their communities. Armed with this knowledge, I designed a research project, outlined here, that included a social action component with the objective of expediting the social and civic integration of Arab and Muslim Americans in metropolitan Chicago.
In: CEval-Arbeitspapier, Band 6
Als ein Beispiel für die Einbindung der soziologischen Theorie bei der Evaluation präsentiert der Beitrag ein Konzept für ex-post-Evaluationen politischer Programme und Projekte, entwickelt von R. Stockmann in den frühen 1990er Jahren. Die Darstellung dieses Evaluations-Konzeptes konzentriert sich im ersten Schritt auf die theoretischen Grundlagen, die das Lebensverlauf-, Einfluss- und Diffusionsmodell umfassen. Die Hauptfrage lautet in diesem Zusammenhang, inwieweit Evaluations-Konzepte, die auf verschiedenen wissenschaftlichen Perspektiven basieren, einer Evaluierung nachhaltiger Entwicklungsprozesse dienlich sind. Die Beantwortung bedarf einer Bestimmung des Schlüsselbegriffs der Nachhaltigkeit. Hierbei wird in einem zweiten Schritt eine Verbindung zwischen der Mikro-Perspektive und der Beeinflussung der Nachhaltigkeit als Bestandteil des Konzeptes und der Makro-Perspektive der nachhaltigen Entwicklung von Gesellschaften mit ihren globalen Dimensionen hergestellt. In einem dritten Schritt wird abschließend diese Herangehensweise der Evaluation hinsichtlich ihrer Verwendbarkeit bei der Evaluierung nachhaltiger Entwicklung diskutiert. [Referat: ICG2]
In: Studies in Asian social science, Band 6, Heft 2, S. 66
ISSN: 2330-2151
This study re-examines the prevalent view of classical social theorist, Auguste Comte and contemporary social theorist,Gerhard Lenski. Both social theorists are important figures in terms of social change and social development.Therefore, within context, the notion of social change theories, its relations and cause of social change are discussed,followed by an outline of the concepts of both theorists. Next, it deals with what the two perspectives share in commonand compares the differences between them. The study revealed that the two perspectives are fundamentally differentbecause Comte focused on the development of human thought while Lenski focused on social change and developmentas a result of technology. In this respect, the determinants of social change and development emerge from withinsociety itself; the deepest and the most important disagreement lies between those who see the mental or spiritualevolution of society as the main driving force of history and those who see the role of technology as its root cause.