Questions related to Sociology of Education
Different aspects of education such as educational psychology, sociology, philosophy, technology... etc plays a key role in teacher training programs for teachers up to the stage of higher secondary (XII) level and are considered compulsory in addition to qualification in their concern subjects.
Is there any such compulsory program in case of higher education?
There are researches which point out that social group diifferences affect school participation of children. However, it is important to understand, how these factors affect school participation.
We are at a time when non-formal education is gaining greater importance in learning (MOOC) However I would like to know your opinion on what are the future key points of education.
I have conceptualised an alternative educational pathway as a subfield of formal education (a structured space for students to interrelate) and as such the homology of field theoretically affords members an alternative pathway to accumulate capitals valued in formal education. However, my analysis suggests a struggle exists between homology of field and homology of position, creating division and contestation over the legitimacy of accumulation pathways. Can anyone suggest further reading or other research in this area that I can clarify my thinking.
Research indicates a high drop out rate. One explanation points to the Cognitive Dissonance Theory due to students' expectations for what they will encounter in college, academically and socially, not being what they actually experience. For example, high school grade inflation, misaligned curriculum, or other factors in ones secondary education experience may cause over confidence in academic ability. Once the misled student enters college, the Cognitive Dissonance Theory may apply and explain why students dropout to avoid the feeling of failure or other unpleasant feelings. Also, is there a recommended treatment for such theories? My research involves differing perception of college readiness between secondary education teachers and college instructors. I wish to outline how secondary teachers unknowingly set students up for failure by not providing rigor inside and outside the classroom.
I'm interested in understanding proven practices that encourage increased collaboration between district office departments (business, education, HR) to better support schools.
If we take the field of formal education and drill down to the sub fields of mainstream and alternative education and we move a student from mainstream into alternative education, homology of field suggests this could allow that student an alternative pathway to accumulate capitals valued in the mainstream field. Doesn't this rely of a level of autonomy? And can this be reached?
I am preparing my concept paper. We have had many after school tutoring programs producing minimal results. Please share your methods used for low socio-economic students in an urban setting.
I am doing a research proposal paper on technology, fatalism and false consciousness and can't find anything linking the three together. I think technology has had a lot to do with the increase in the two ideologies but can't find any prior research, and am wondering if higher or lower levels of education is a factor.
The pilot of the Race Equality Charter Mark in British universities has resulted in only 8 of the original 30 higher education institutions which applied being awarded a Bronze or Silver Award. Despite government led initiatives such as 'Widening Participation' being promoted in post 1992 universities, there is no shortage of examples of marginalisation and discrimination of university staff and students. E.g. even where ethnic minorities are represented proportionally in the student population, this is often not reflected in a proportionately diverse staff . Moreover, disproportionately low numbers of university staff are in senior academic and administrative positions; and curricula are not reflective of equality and diversity.
If we differentiate between the concept of ‘resistance’ and the behaviours labelled as ‘acts of resistance’ with ‘resistance’ being the conceptual lens alloowing us to examine the interactions, struggles and victories and the nuances of relationships that give rise to what is traditionally seen as oppositional behaviour that inevitably lead to a lack of educational success and the physical ‘acts of resistance’ pertaining to the 'forms of practice', the manifestations of these interactions and relationships. Then these forms of practice could therefore exist on a continuum inclusive of a range of observable behaviours, everyday resistance, conformist resistance, covert and overt self-defeating and, potentially, transformative yet all be resistance. Wouldnt this give rise to the possibility of a single pathway that generates both acts of conformity and resistant acts? and if so, in the same individual actor? Your thoughts?
The idea of a ‘model school’ is quite common in Ethiopia, and I’m interested if this kind of model is used elsewhere in the world. For example, model schools, model classrooms, model teachers, model students. I’m interested in the function these models serve, and the processes of identification, as well as the political and micropolitical uses of models.
The study i am going to perform is about the differences in marks and grades between university students. I wanted to compare two groups of students: those who have children and those who do not have this responsibility (yet). My problem is that i am afraid i will not be able to gather a reasonable number of students for my research and need to find a way of solving this issue as this is what interests me very much and i don't want to change the topic.
I love action research (specifically in human relations/education). I have always observed, read, thought, then felt compelled to test by putting the ideas into action and making more observations, analyses etc. As a scientist (chemist) originally, this process in education where I now work seems to me to be akin to the scientific method. Am I right/wrong or is it just different, yielding different outcomes from so called 'pure' research.
Emancipation in the 1970s, quality in the 1990s, inclusion in the 2000s? I guess there are a lot more candidates for such values, especially from an international perspective. However, I think it is highly relevant which normative idea pedagogy adopts as its self-description. For example the standardization and output-orientation of the 1990s would not have been possible without the (economical) Trojan Horse of "quality".
I am conducting collaborative research on teacher candidate reflections in journals during intense short-term field experiences in classrooms. We are examining aspects of teacher attitudes and beliefs, elements of growth in confidence and teacher persona, and teacher candidate fears, concerns, worries.
The notion of 'personal best' drives most athletes to keep training despite the knowledge that they may never be first or best in their field. In other words, they actually maintain their effort by seeking personal improvement and thus competing with themselves. In education the description of success is nearly always in terms of comparison with others. My contention is that this view of success is counterproductive for all but the top half of the cohort and we would be better off if we described success as 'improvement through persistent effort' as an athlete does. I also contend that teachers would benefit from this paradigm shift because it better describes what we should be doing, collaborating with each individual to maximise their potential and that the current paradigm of success confuses the role by positioning us to see lower performing students as having a deficit to be repaired.
Foe years we have come out with wonderful performances of our students, with flying colors. Indeed, the rat race competition helped our children to outperform their best.
Yet, many researches reveal the negative impact of our schools, and no actions have been taken. Students find themselves struggling in an unknown war, consequently, missing their childhood and innocence at early ages.
Are we destroying our species?
'Lesson studies' had been developed in Japan about 40 years ago. It is done to improve student performance in Math, Science, Language and other academic subjects. Does anyone have research results to share on how your students were able to improve academically?
Which are the main arguments for and against this report as a effective way to measure the performance in education systems? So different systems as S Korea and Finland, how can they be ranked in similar positions? What are we actually measuring? How could we better measure educational performance?
Student Instructional Reports (SIRs) are the means by which students evaluate a course at the end of the term. At my university the results of these SIRs are the main criteria for giving Teaching Awards to teachers. There is some correlation between being an easy grader and receiving glowing SIRs although this is not always the case since some students evaluate a course on its instructional content and not on the basis of the grade they anticipate receiving. Hence, since entering academia a few years ago, I have comforted myself by realizing that SIRs say more about the student filling out the form than about the quality of teaching that has taken place. Nevertheless, adjunct faculty are highly dependent upon receiving SIRs that rate them as "good teachers" in order for their contracts to be renewed. Therefore, adjuncts seeking contract renewals, tenure-track teachers seeking tenure, tenured faculty seeking "Best Teacher" awards all have incentives to be easy graders. At the same time, people who keep score (like U.S. NEWS) rank universities as "party schools," "easiest colleges to graduate from," etc. Needless to say, universities do not want to be on those types of lists as it demeans the quality of education they are offering. So, would it be smart for a university that constantly shows up on the "easiest colleges to graduate from" list to discontinue using SIRs, especially if I am on the right track in rationalizing that these instructional surveys say more about the students than they say about the quality of teaching that is going on?
Why has persisted since the Industrial Revolution one third of the population with school problems, who can not alleged training necessary and desirable, through different national contexts?
Who, in what circumstances and specifics, are responsible for school failure: students, families, social settings, the school, teachers, school organization, curriculum, instruction and assessment, management and administration of the education, social policy, the economic context of the country?
An individuals habitus and the field/s they operate/d in generate social capital; and habitus can influence field and field can influence habitus so therefore could we potentially offer educational programs that generate social capital and if so what would the essential elements of such programs be?