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"Drawing on the diverse experience of a team of internationally recognised specialists, Teaching Political Sociology provides educators with a concise and accessible guide to the main topic areas likely to form part of term, semester, or year-long courses in political sociology. The book focuses on the key pedagogic challenges posed to teachers of political sociology, from general issues of value-freedom and engagement with students' political commitments, to more specific issues which arise in relation to sensitive areas such as political violence and extremist ideologies of the far right. Chapters introduce readers to the state of the art in a wide range of topics, including race and postcoloniality, postcommunism, legal sociology, human rights and the sociology of war and peace. Highlighting the challenges and opportunities presented by these topics for political sociology teaching and curricula, the book provides an invaluable starting point for educators. Diverse in scope and approach, and offering an evaluation of appropriate literature at various levels, this book will prove an essential resource for teachers of political sociology and related fields such as international relations"--

Inside, readers will find a wealth of intelligently crafted, ready-to-use lesson plans and activities designed to help promote critical thinking skills for K-12 students, making this a perfect teaching resource for school and public librarians, educators, and literacy instructors.

This volume presents a collection of research papers investigating how to foster the learning and teaching of pragmatic phenomena, as well as how to administer tests that assess pragmatic competence in second/foreign language education with regards to several target languages. The topics investigated include: speech acts; computer-mediated communication; conversation analysis; pragmatic, intercultural, and emotional competence; native and non-native performance; data collection and instructional methods; needs analysis; and syllabus design and materials development. The contributions will be of particular interest to linguists, language learners and teachers, teacher trainers, and communication experts

Intro -- EXPANDING TEACHINGAND LEARNING HORIZONSIN ECONOMIC EDUCATION -- CONTENTS -- FOREWORD -- ABOUT THE AUTHORS -- PART I. RESEARCH -- THE ACHIEVEMENT OF COLLEGE BUSINESSAND ECONOMICS MAJORS ON THE MAJORFIELD TEST IN BUSINESS -- INTRODUCTION -- THE TEST -- REVIEW OF POTENTIAL FACTORS AFFECTING ACHIEVEMENT -- Gender -- General Ability or Achievement -- Race, Ethnicity, and International Status -- Age and Class Standing -- Transfer Status -- Business Major -- Overall Business Achievement and Course Effects -- DATA AND SAMPLE -- Descriptive Results -- CROSS-SECTIONAL ANALYSIS -- Model 1: Effects of Majors -- Model 2: Course Effects -- Model 2 Extended: Course Effects by Major -- Model 3: Course Transfer Effects -- Model 4: Transfer Course and Major Interaction -- CONCLUSIONS AND IMPLICATIONS -- NOTES -- REFERENCES -- CHICKS DON'T DIG IT:GENDER, ATTITUDE AND PERFORMANCEIN PRINCIPLES OF ECONOMICS CLASSES -- INTRODUCTION -- DATA AND METHODOLOGY -- ESTIMATION MODELS -- DISAGGREGATING THE ATTITUDE MEASUREMENT -- CONCLUSION -- NOTES -- APPENDIX 1: MODEL AND SPECIFICATION -- APPENDIX 2: SPECIFICATION TESTING -- A. Testing Validity of Instruments for IV estimation -- B. Testing for Sample Selection -- REFERENCES -- EXPERIENCES WITH, AND ATTITUDES TOWARDS,CHEATING AMONG BUSINESS STUDENTSAND THEIR PEERS -- INTRODUCTION -- BACKGROUND -- DATA AND METHODOLOGY -- RESULTS -- SUMMARY AND IMPLICATIONS -- APPENDIX. DEMOGRAPHICS OF SURVEY RESPONDENTS -- REFERENCES -- DO THEY, OR DON'T THEY? A REVIEWOF EVIDENCE ON CHEATINGBY ECONOMICS MAJORS∗ -- INTRODUCTION -- A VERY SHORT COURSE IN THE ECONOMIC THEORY OF CHEATING -- The Literature on Cheating -- Cost-Benefit Studies -- Survey-Based and Review Studies -- Econometric Studies -- Do Economists Think Differently? -- Some Unresolved Questions -- Problems with Survey Data.

The foundation: why teach English for reconciliation? -- Teaching for conflict resolution, peacebuilding, and reconciliation -- Intersections of language learning and reconciliation -- A framework for Christians teaching English for reconciliation -- The people: who is involved in teaching English for reconciliation? -- Community -- Learners -- Teachers -- The resources: how can we teach English for reconciliation? -- Creating curricula for peace and reconciliation -- Adapting curricula for peace and reconciliation -- Suggestions for diverse settings

Cover -- Handbook on Teaching Social Issues -- Library of Congress Cataloging-in-Publication Data -- Contents -- An Introduction to Teaching Social Issues -- Acknowledgments -- PART I: Re-Framing the Teaching of Social Issues -- Chapter 1: The Struggle for Democratic Schooling -- Chapter 2: "How Could We Solve That Problem?" -- Chapter 3: The Subjectivity of Openness -- Chapter 4: Academic Freedom and Issues-Based Social Education -- PART II: Critical Social Issues in the Curriculum -- Chapter 5: Critical Peace Theory and the Deconstruction of Systemic Economic Inequality

What is the civic relevance of the academic study of religion, considered on its own terms and in its increased diversity? The contributors to the present volume explore this question by focusing on four core capacities: intellectual complexity (C), social location (L), empathetic accountability (E), and motivated action (A)-the CLEA model

Chapter 1.Faces of justice --Chapter 2.In the beginning is the student --Chapter 3.Teacher as a philosopher --Chapter 4.Teacher as scholar --Chapter 5.Teacher as artist --Chapter 6.Teacher as communicator --Chapter 7.Teacher as mentor --Chapter 8.Unbroken circle.