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Espousing Indigenous Research Methods including Kîyokêwin/Visiting, beadwork as an embodied pedagogical and research practice, and storytelling, this article explores the authors' experiences working in senior academic leadership positions to support indigenization at the Royal Military College of Canada. The authors consent to learn in public and discuss opportunities for role-modeling individual leadership in institutional contexts and for building small 'safe enough' spaces that generate energy and momentum that have the possibility of supporting broader-scale indigenization efforts. The authors understand the call to indigenize education as a non-negotiable imperative, and argue that it is an ethical responsibility for all who live in Canada to engage intentionally in concrete acts of reconciliation – in (re)building relationships with Indigenous Peoples. [ABSTRACT FROM AUTHOR]

This article describes two Socratic Seminar discussions, one focused on questioning just war and the other offering a perspective on how to end war. These discussions are the focus of this article because they show the complex and nuanced thinking and questioning students engaged in about what might constitute a just war (if anything) and how war can be ended by determined humans. [ABSTRACT FROM AUTHOR]

This paper contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization. [ABSTRACT FROM AUTHOR]

Existing research into the relationship between teaching and research in higher education is mainly normative and atheoretical, resulting in assumptions of a close and beneficial connection between them. We problematise the idea of a nexus by undertaking a critical examination of the concept through the lens of educational ideologies to theorise the changes over time that shape the ways teaching and research are practised. Two hundred seven academic staff in the Humanities and Social Sciences were surveyed in 10 universities in England and Wales; the universities were identified as having strength in teaching, research, or in both. Along with analysis of interviews with senior managers at these universities, findings suggest that systemic forces which separate teaching and research are evident in institutional contexts with implications for the idea of a nexus. While the nexus may exist in theory, in practice, we argue that teaching and research can be pulled in different directions by institutional priorities. Furthermore, in institutions which adopt an enterprise ideology, there are signs of a nascent nexus emerging between research and innovation. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study analyzed the effectiveness of Contextualized Differentiated Instruction (CDI) in the teaching of Contemporary Issues, a Social Studies subject in Grade 10 with these of objectives by: (1) Determining its prepost-test results; (2) Testing its significant mean difference; (3) Analyzing its learning competencies and identifying appropriate strategies; and (4) Formulating an enhanced CDI Model of Contextualized Teaching and Learning (CTL). A one group quasi-experimental design, using pretest-and-posttest, determined the respondents' performance on Contemporary Issues. A significant difference in the pre-posttest demonstrated an increase of proficiency manifested by an increase in the mean scores and enhanced qualitative equivalents. An above proficiency level revealed in the posttest was attributed by the engagement of the respondents in the learning process using contextual differentiated learning activities. Matching the learning competencies with the three learning domains of Gardner's multiple intelligences resulted in a substantial utilization of the interactive and prospective teaching strategies, except on the analytic teaching strategies that were found inadequate. Hence, the creation of the COVID-19 Model may juxtapose the essence of an enhanced CDI Model of CTL. The findings have social and practical value to support differentiation of instruction in the 21st century education. [ABSTRACT FROM AUTHOR]

This qualitative, longitudinal study traces the development of preservice social studies teachers' awareness of and reaction to the current climate of truth decay over the course of their initial certification program. By drawing a parallel between Bakhtin's concept of the carnivalesque and the current online media landscape, this study found that teaching media literacy in a post-truth society can be complex and may indeed be asking teachers to reconsider how they conceptualize, truth, authority, and trust. Ultimately, even with targeted intervention from teacher educators, this phenomenon may lead preservice teachers to feel less confident in their own ability to identify truth and occupy an authoritative space. [ABSTRACT FROM AUTHOR]

The Joint University Council for Social Studies (JUCSS) was formed 100 years ago at the end of the First World War in 1918. Its expressed aim was to coordinate and develop the work of social study departments across the UK, as part of the larger project of post-war reconstruction. In October 2018, an event entitled 'States of Change?' was held in London to celebrate this history and to explore what, if any, kind of future the JUC (as currently constituted) should have. At the event, I gave a short historical presentation that examined social work education's history in the context of the JUCSS's origins and development. This paper picks up some of the key ideas from this presentation in more detail. It will be argued that tensions which existed in the formation of the JUCSS in 1918 still exist today, not least because they are emblematic of the ambivalences and complexities that are at the heart of social work and social work education, then and now. Furthermore, it will be suggested that social work as an academic discipline must pay heed to these tensions if it is to survive—and thrive—in the academy today. (192) [ABSTRACT FROM AUTHOR]

The purpose of the study was to assess professional scientific productivity through indicators of recognition or visibility and repulsive belonging. Scientific productivity was analysed using nine indicators grouped into two categories: I) of recognition or visibility and II) of repulsive belonging. In the first category it was grouped: publication of scientific article, book or book chapter, patent registration and H-index. In the second category was grouped: project number, presentation in scientific events, thesis advice, postgraduate course taught and direct contribution to business development. Each indicator was assigned a point and when comparing the results between two researchers (A and B) there were statistically significant differences (p<0.05) where the total score was lower for researcher B, despite presenting H-index and not, the compliance with other indicators. It was concluded that, by showing social contributions and not being accepted, there is repulsive cognitive belonging which disadvantages scientific productivity and can be the same subjective only if the H-index is considered. [ABSTRACT FROM AUTHOR]

Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments. [ABSTRACT FROM AUTHOR]

The article focuses on methods of integrating social science into technology firm social missions. It states that technology firms should reduce compartmentalization and utilize social scientists in the heart of their design teams such as the use of journalism scholars in advising reliable fact-checking methods. It recommends curriculum changes in the computer science field to incorporate both ethics courses and social science courses so students account for social implications of their work.

Research collaboration is an important aspect of internationalization in higher education. Doctoral study abroad is perceived as one way of building international research networks for future collaborations. The diversity of study abroad programs makes it difficult to specify factors relevant to improving outcomes. The study examined destination, depth of the experience, duration of the program, and participant demographics to determine their association with international collaboration. A sample of faculty Curriculum Vitae for the period 2009-2014 was drawn from the archives of the Uganda National Council of Higher Education. A Longitudinal Curriculum Vitae Analysis was conducted and the numeric data analyzed using the Generalized Estimating Equation method. Results suggest destination as positively associated with outcomes. Further assessments show destination was important for faculty in the social sciences and humanities while depth of the experience is useful for faculty in the natural sciences. The outcome suggests need for caution when selecting international doctoral programs. [ABSTRACT FROM AUTHOR]

Space has been opened to question heteronormativity and to address the assumption that each student in k-12 schools identifies as heterosexual. Is anything happening in this space? What affective behaviors, attitudes and beliefs do teachers who teach LGBTQ+ topics demonstrate? Conversely, what affective behaviors, attitudes and beliefs prevent teachers from teaching LGBTQ+ topics? These questions guided this qualitative research study. Data were collected with document analysis, interviews and measures of affect. This study measures affect by exploring the attitudes of teachers who include or do not include LGBTQ+ within social studies courses. Particular focus was given to teachers who implement course content that relates to LGBTQ+ civil rights within socio-historic contexts. For this study, educator affect means the emotions that influence whether to or not to include LGBTQ+ in middle and secondary school social studies curriculum. [ABSTRACT FROM AUTHOR]

The article discusses the benefits for students as a result of project-based learning in undergraduate education, focusing on the author's experience in leading a project in an undergraduate setting. The author discusses benefits such as motivation, collaboration, and critical thinking skills that can be applied outside of the classroom and following graduation.

This article discusses the advantages and drawbacks of a new pedagogical tool that is short games series. As an illustration, it introduces what could be called the ‘International Relations Games Show’, a series of six short games that have been played with bachelor students to experience theories of International Relations (IR). These games were played twice during three academic years in IR introductory courses with 100 students each on average. They illustrate, respectively, the logics of (i) Classical Realism, (ii) Neo-Realism and Neo-Liberalism, (iii) Neo-Marxism, (iv) Heterodox International Political Economy, (v) Constructivism, and (vi) Critical Theories. The article is organized in two parts. Part 1 discusses why short games series are potentially interesting pedagogical tools. It includes a reflection on students’ evaluations of games. Part 2 develops the International Relations Games Show. The conclusion summarizes the main arguments and proposes ways forward. When adequately organized - not too long, with debriefing after the game and during the lectures, and with clear rules, short games series can improve attention, understanding, memory, general learning atmosphere, and favour success for all. [ABSTRACT FROM AUTHOR]

We introduce a web application, the Case Selector (http://und.edu/faculty/brian.urlacher), that facilitates comparative case study research designs by creating an exhaustive comparison of cases from a dataset on the dependent, independent, and control variables specified by the user. This application was created to aid in systematic and transparent case selection so that researchers can better address the charge that cases are ‘cherry picked.’ An examination of case selection in a prominent study of rebel behaviour in civil war is then used to illustrate different applications of the Case Selector. [ABSTRACT FROM AUTHOR]

Experimental methods are on the rise in Political Science, and we have a growing demand for teaching experimental methods within university courses. This article is an update on an article published in European Political Science (EPS) in 2012 titled ‘Teaching Experimental Political Science’. It presents an alternative teaching concept, where experiments are not just experienced but also designed by students. Consequently, this article argues that teaching experimental methods in Political Science should include students working on their own research projects. [ABSTRACT FROM AUTHOR]

This article examines four lines of scholarly difference in European Union (EU) studies - meta-theoretical, (sub)disciplinary, epistemological and methodological - and whether these are linked to the geographical and institutional affiliations of the authors operating in the field. The study uses a novel dataset based on a quantitative content analysis and human coding of 1597 articles in leading journals dealing with the EU published in the period 2003-2012. The article shows that USA-based scholars score on average - though in many cases, not significantly - higher when it comes to indicators of a comparative politics approach to the EU, use of a rational choice, positivist and statistical vocabulary, and articles coded as quantitative. However, on most of these indicators scholars in some European countries, and especially some institutions, score significantly higher, suggesting that we should disaggregate ‘Europe’ when discussing scholarly differences in the field. [ABSTRACT FROM AUTHOR]

Abstract Post-college unemployment has become a serious social problem in China. The current study draws data from two regional state universities—a comprehensive state university and a polytechnic state university—and examines the relationship between fields of study and labor market outcomes. Both universities have expanded their enrollment numbers, but the pathways to expansion and experienced structural changes vary greatly between the two. The study explores three specific questions: (1) Do university graduates majoring in humanities and social sciences (HSS) experience more difficulty obtaining a job than students majoring in economically-oriented field or technical field? (2) Is the employment gap greater in polytechnic state universities than in comprehensive state universities? And (3) are HSS students more likely to pursue graduate studies to avoid unemployment? A multinomial logistic regression analysis provides strong evidence that students majoring in HSS experience greater employment difficulties. Expansion in postgraduate studies has to some extent lessened this labor market disadvantage for students majoring in these two “soft-fields.” The relative labor market disadvantage of HSS students is greater in polytechnic state universities that have merged with a liberal arts college. The proposition that HSS students are more likely to pursue graduate studies in response to a high risk of unemployment was only confirmed for the comprehensive state university. This study extends related theories and contributes to the literature on comparative studies of higher educational expansion and employment. [ABSTRACT FROM AUTHOR]

Background and aim: Health risk behaviors are major and threatening problems of societies. The aim of this study was to determine and compare health behaviors among students of Iranian medical and human sciences universities. Methods: In this cross-sectional study, 570 senior medical and human sciences students of Ilam universities (Ilam, Iran) were selected during the period between October 2015 and October 2016, using the stratified random sampling method. The research tool was the self-assessment health questionnaire which consists of personal information, understanding the concept of health and health behaviors. Descriptive statistics and Mann-Whitney U, independent samples t-test and Pearson product-moment correlation tests were used in SPSS version 16. Results: The scores obtained by both groups of medical sciences and human sciences students were low. There was no significant relationship between field of study and the score of understanding the concept of health (p=0.289); but the relationship between field of study and the score on health behaviors (p=0.001) and between health behaviors and understanding the concept of health were significant for both the students of medicine (r=0.259, p=0.01) and the students of human sciences (r=0.493, p=0.001). Conclusion: Students' health behaviors were not at a desirable level. Conducting interventions in the form of research projects have been recommended. [ABSTRACT FROM AUTHOR]

This paper considers issues related to the textual organization of university lectures and the degree to which they are comprised of conventionalized text-organizational schema or genre stagings. It utilizes a dataset of video recordings and transcripts of four social science lectures which were delivered by two lecturers at a university in Japan in 2003, and offers findings which demonstrate that lecturers draw on a range of ready-made genres of the type which have been described in the so-called Sydney school genre literature and combine these conventionalized genres into genre complexes, which appear not to be conventionally or predictably ordered. The paper also offers some insights into at least one aspect of the distinction between online (spontaneous/spoken) versus offline (prepared/written) language. Specifically, it shows that lectures, as instances of spoken, apparently extemporaneous language do, to a significant degree, rely on pre-fabricated and culturally recurrent textual arrangements which the speakers draw on as they spontaneously produce the current communicative event. [ABSTRACT FROM AUTHOR]

This study explored processes of curricular reinterpretation made by teachers who teach about the Holocaust. We conducted holistic narrative analyses of in-depth interviews with 31 American Holocaust educators. Six teaching orientations were identified: passionate historical, mythologizing-transforming, social-contemporizing, empathic-personalizing, riveting-shocking, and pragmatic-socializing. We offer vignettes for each orientation and compare them to other teaching perspective typologies, highlighting the novelty and utility of the presented typology. The findings demonstrate how narrative identity, meaning-making processes and teaching perspectives interconnect and lead teachers to reinterpret the Holocaust in their teaching. These findings have implications for teaching complex and value-laden topics. [ABSTRACT FROM AUTHOR]

This study aim to assess and analyse the extent of motivation and learning styles between students of natural science and social science. This study was carried out by survey research method using online questionnaire. The sample consists of 320 students from Faculty of Education in University of Jember and Sebelas Maret University. The questionnaire used to measure students learning motivation, was the motivated strategies for learning questionnaire (MSLQ) and inventory of learning styles (ILS), was used to measure student learning styles. Data gathered were analysed descriptively and inferentially using the SPSS package. Result from the descriptive analysis found that there is a significant difference between science and social science students in learning motivation and learning styles. There was also a positive relation between learning motivation and learning styles. The results of this study give useful information for improving the teaching and learning process of teachers and students, because the effective teaching and learning requires flexibility, creativity and responsibility in order to provide an instructional environment to respond to the learner's individual needs. [ABSTRACT FROM AUTHOR]

Criticism against quantitative methods has grown in the context of “big-data”, charging an empirical, quantitative agenda with expanding to displace qualitative and theoretical approaches indispensable to the future of sociological research. Underscoring the strong convergences between the historical development of empiricism in the scientific method and the apparent turn to quantitative empiricism in sociology, this article uses content and hierarchical clustering analyses on the textual representations of journal articles from 1950 to 2010 to open dialogue on the epistemological issues of contemporary sociological research. In doing so, I push towards the conceptualization of a social scientific method, inspired by the scientific method from the philosophy of science and borne out of growing constructions of a systematically empirical representation among sociology articles. I articulate how this social scientific method is defined by three dimensions – empiricism, and theoretical and discursive compartmentalization –, and how, contrary to popular expectations, knowledge production consequently becomes independent of choice of research method, bound up instead in social constructions that divide its epistemological occurrence into two levels: (i) the way in which social reality is broken down into data, collected and analyzed, and (ii) the way in which this data is framed and made to recursively influence future sociological knowledge production. In this way, empiricism both mediates and is mediated by knowledge production not through the direct manipulation of method or theory use, but by redefining the ways in which methods are being labeled and knowledge framed, remembered, and interpreted. [ABSTRACT FROM AUTHOR]

The article offers information on a study on finding the importance of professor of social studies methods with re-evaluation of Personal and Practical Theories (PPT) of teaching. Topics discussed include how experience can help improve teacher preparation and instruction; employ a curricular technique reinforcing the ideas of student engagement; and utilizing free manpower to offer an elective for students by college.

First-degree course grades for a cohort of social science students are matched to their instructors, and are statistically decomposed into departmental, course, instructor, and student components. Student ability is measured alternatively by university acceptance scores, or by fixed effects estimated using panel data methods. After controlling for student ability, course characteristics, and instructor fixed effects, departmental grade differentials range over 7 points out of 100. Instructors who teach in more than one department grade more generously in departments that award higher grades, suggesting that differential grading policy is set by departments and does not result from unobserved differences in instructor quality and teaching material. Finally, student fixed effects, which measure ability at university, are correlated  to 0.41 with their university entrance scores, which measure ability prior to university. This suggests that university entrance scores are poor predictors of student performance in higher education. [ABSTRACT FROM PUBLISHER]

Purpose The paper analyses the emerging role of Social Sciences and Humanities (SSH) universities in contemporary society via third- and fourth-mission activities. In particular, the paper investigates the potential contributions that SSH universities can offer in developing and enhancing capacities, supporting the changing conception of innovation coherently through a Smart Specialisation Strategy (S3) approach.Design/methodology/approach The case study presents multiple third- and fourth-mission activities carried out by the University of Macerata (Italy). The activities are framed according to the roles universities could have in supporting S3.Findings Within third- and fourth-mission activities, SSH universities can play different and broader roles (generative, absorptive, collaborative and leadership), which could support regions in designing and implementing S3.Practical implications The paper shows the important contributions that SSH universities can make in their regions, both to support S3 and enhance the transition to sustainable development.Social implications The article emphasises SSH universities’ multiple contributions to sustainable development and to innovation in the knowledge society/economy framework.Originality/value This case study captures SSH universities’ contributions to S3 and the wider innovation paradigm, by highlighting their transformational effect on regional economies. [ABSTRACT FROM AUTHOR]

We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be better consumers of social science research. In this article, we describe the key learning objectives of this course, the basic content areas, and some of the innovative teaching and learning strategies used in the course. We also provide empirical evidence of the effectiveness of the course in meeting its learning objectives and of student responses to the course. Finally, we discuss some of the challenges in developing interdisciplinary core courses and offer suggestions for best practices for teaching social science literacy as part of the core curriculum. [ABSTRACT FROM PUBLISHER]

The purpose of this paper is to introduce the campus-based social sciences collaborative teaching partnership run by The Open University in Scotland (OUS) in conjunction with partner Further Education (FE) colleges. The paper outlines learner profile and policy underpinnings of the partnerships and presents the research findings of the partnership review pertaining to the student experience. The research focusses on the students' motivations, experiences and evaluations of the partnerships. Focus group meetings along with face-to-face and telephone interviews were undertaken to gather qualitative data, while quantitative data takes the form of student retention and achievement figures. The paper suggests that the collaborative teaching partnership not only provides a secure learning pathway, particularly for non-traditional learners to undertake degree level studies, but also provides a strong bridge between students' FE and Higher Education (HE) learning. It credits the learner's FE work and experience fully as a solid platform from which to further their education, enabling participation for people who may experience barriers to learning with respect to traditional HE modes of delivery. Drawing on the student evidence from the review research, the paper concludes with a look to the future for the project. [ABSTRACT FROM AUTHOR]

At the Kwame Nkrumah University of Science and Technology (KNUST) in Ghana, first year enrolment increased by 1466.81% from 708 in 1961/1962 to 11,093 in 2011. In the 2013/2014 academic year, the total student population was 45,897. There are now five main admission paths, comprising regular, mature, fee paying, less endowed, and protocol/staff admissions. The number of dropouts and fails has risen steeply, for example, at the end of the 2013/2014 academic year, roughly 22.11% of the 1239 students were either withdrawn or repeated at the Faculty of Social Sciences due to non-performance. This paper examined the impact of the admission path and family structure on university students' academic outcomes. A logistic model was applied to individual-level data obtained from 1000 students enrolled at the Faculty of Social Sciences in the university. The results indicated that the regular and mature admission paths have a positive impact on performance whilst the fee-paying admission path has a significant negative influence on academic performance. It was also found that the family structure (living with the father and mother and the mother only) has a significant positive influence on performance. The study recommended that lecturers should be motivated to conduct additional classes for academically weak students. Counselling units should also identify students who experienced disruption in home life and raise their aspirations. [ABSTRACT FROM AUTHOR]

This article raises two inter-related issues: firstly there is a correlation between the needs of doctoral students that are strongly related to age and career stage; and secondly, because these needs differ according to their demographic, the current discourse of developing work-readiness skills of doctoral students is misplaced for the growing cohort of mid and late career students. This article draws on data from a recent qualitative study into supervision in doctoral studies in social science disciplines in Australia. The data-set for this article comes from 10 close-to-completion doctoral students. This article argues that it is the mid-career candidates (35–44 years of age) who are least well-served by the focus on work-readiness skills and this discourse serves to reinforce a deficit model where prior knowledge and experience are undervalued. This impacts negatively on the self-efficacy of this cohort by undermining established professional identities and consequently diminishing agency. [ABSTRACT FROM PUBLISHER]

This article describes the incorporation of a refugee simulation into an upper-division sociology course on globalisation at a liberal arts institution in the United States. The simulation is designed to inform students of the refugee process in the United States by inviting participants to immerse themselves in refugee experiences by adopting identities of actual refugee families as they complete four stages of the refugee application process. Student reactions to the refugee simulation suggest that it is an effective tool for demonstrating the complexities of the refugee experience in the United States and for evoking social empathy. [ABSTRACT FROM AUTHOR]

In this conceptual article, the authors argue that the turn toward practice in teacher preparation can be deepened and made more authentic by a “place-conscious approach to social foundations.” The authors offer three ways of seeing place that can ground social foundations coursework: 1) ways of seeing place through expansive data use; 2) ways of seeing place through experience; and 3) ways of seeing place-making. Using examples from their own foundations courses, the authors contend that such an approach can help pre-service teachers use tools of the humanities and social science to engage the socio-political contexts of teaching and learning. [ABSTRACT FROM AUTHOR]

The article offers information on the College, Career and Civic Life (C3) Framework focused on social studies educators, their curricula and lesson plans. It mentions that the Framework is aimed to improve the civic readiness of students through encouraging teachers to consider as question generators. It adds that the C3 Framework offers guidance and examples for the identification between the broader, overarching nature of compelling questions against supportive questions.

We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54 PBL lessons and identified factors that encouraged their use of PBL: methods course PBL experiences; improved student exam scores and writing skills, increased engagement; and improved collaborative, deliberative, and cognitive skills. Discouraging factors included the time and effort to plan PBL lessons, coverage demands, and standardized testing. Findings suggest that PBL methodology, supported by professorial modeling and metacognitive training, had a transformative impact on our PSTs in terms of how they perceived their relationship with their students, the student outcomes they sought to facilitate, and their operational understanding the goals of social studies education offered by the National Council for the Social Studies. [ABSTRACT FROM AUTHOR]

Fifteen doctoral students enrolled in a variety of humanities and social science programmes from a single metropolitan university in Ireland discussed their practices and habits associated with personal information management via three focus groups, in order to explore personal information management skills at different stages of the doctoral programme. Findings suggest that personal information management needs of doctoral students managing dissertation/thesis information can be categorised as three distinct stages: beginning, middle and end of the doctoral programme. In developing services to meet the needs of this population, information professionals may find it useful to classify such services via these three stages. [ABSTRACT FROM AUTHOR]

This article discusses the historical development of sociology and social science research in Brazil, with a focus on the period from 1930-1964. The author comments on the evolution of higher education in these fields and describes the relationship between social science education and Brazilian politics.

The author discusses topics such as ethical academic conduct. Topics discussed include organizational citizenships, academic publishing and human rights. In addition, other topics which includes social marginality, government funding in academics and university education in social sciences are also discussed.

The present study used social learning theory and situated learning theory as a way to examine secondary social studies teacher participants' formal and informal professional learning. Existing literature is just beginning to attend to the potential of informal professional learning and to distinguish between formal and informal professional learning, so this exploratory study used observations of scheduled and spontaneous professional learning experiences, semi-structured interviews with 12 secondary social studies teachers, and relevant documents to consider the following research question: In what ways do high school social studies teacher participants engage in formal and informal professional learning? Results indicate that while secondary social studies teachers engage in a variety of formal and informal professional learning experiences, their informal learning experiences are the most valuable and significant for their classroom practice. While informal professional learning is not a replacement for traditional formal professional learning, lessons learned here can inform ways to improve formal professional learning and to capitalize upon teachers' existing informal professional learning experiences. This study provides insight into the ways in which social studies teachers support their growth outside of formal professional development. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Historia del Derecho is the property of Instituto de Investigaciones de Historia del Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study had two main objectives: The first was to explore the extent to which a group of University lecturers feel that they are prepared to deal with controversial issues in their classrooms. The second was to elicit their views on a didactic approach known as Structured Academic Controversy (SAC). SAC is a constructivist teaching strategy intended to aid the learner in developing their views on controversial issues and in understanding alternative views with the ultimate aim of locating a compromise position. Method: A qualitative intervention was designed to introduce six university academics from diverse specialisms to SAC by way of reflective engagement with it in the role of learners. Findings: The participants in this study deal with controversial issues frequently and several feel ill-prepared to do so. They identified several challenges associated with the use of SAC. These relate primarily to class size and curricular overload. However, despite the challenges, the participants all recognized the potential value of such approaches in developing multi-perspectivity, critical thinking, listening and negotiating skills in the learner. Future larger-scale, longitudinal studies in a variety of cultural contexts are needed to develop approaches which can facilitate those approaching controversial issues in their classrooms. [ABSTRACT FROM AUTHOR]

This is the first article that compares terminal master's degree programs in economics from universities that have a PhD program in economics with those that do not offer PhD programs in economics. The authors compare these differences based on surveys in 2002 and 2012. They examine differences in general program characteristics, department faculty, admission requirements, student characteristics, financial aid, and graduation and placement rates. They find statistically significant differences in all of these categories and also find that some of the differences and similarities have changed over time. [ABSTRACT FROM PUBLISHER]

The new social studies curriculum has a vibrant emphasis with indepth teaching rather than survey procedures. Indepth teaching stresses the importance of pupils understanding concepts and generalizations more thoroughly than was true formerly. Rote learning and memorization are things of the past unless they are truly vital in ongoing lessons and units of study. [ABSTRACT FROM AUTHOR]

This multi-case study explores the impact of cooperating teachers (CTs) on the autonomous pedagogical practices of preservice social studies teachers at a large southeastern university. The study examines participants' written reflections, social studies teaching philosophies, lesson plans, and interview transcripts to identify how field placements and, more specifically, cooperating teachers directly influence the autonomous decisionmaking practices of student teachers (STs). The author will discuss the socialization of the participants and the role of the CTs in both preventing and promoting the autonomous practices of the STs as they attempted to fulfill their identified aims of education. The case will be made for a revision of field experiences to promote teacher autonomy through better reflection on the part of STs. [ABSTRACT FROM AUTHOR]

The current curricula of the departments of Chinese in Korea emphasize language and literature, although most students in these departments would prefer an emphasis on curricula in the Chinese social sciences, with less emphasis on language and literature. The research reported here include surveys that identified needs as perceived by students, and contrasted these with studies of existing Korean departments of Chinese. This research indicates that Korean universities currently lack the ability to meet students' needs. For more effective education, Chinese departments should offer two-track curricula, consisting of a language track and a social science track. [ABSTRACT FROM AUTHOR]

This study aimed at exploring the relationship between brain dominance and academic achievement among a sample of university students at the Hashemite University in Jordan. The sample of the study consisted of students whom were selected from the social studies courses offered by the Faculty of Educational Sciences. The questionnaire of the study was used to identify those students with left brain and right brain preferences. The results of the study revealed that the majority of students under study have left brain dominance and that their academic achievement was higher than their colleagues who have right brain dominance. The study ended by providing a number of practical and theoretical recommendations for thefield of study. [ABSTRACT FROM AUTHOR]

This paper presents the results of an exploratory study regarding the practice of the social sciences in two states in Mexico: Nayarit and Sonora. Both show different economic structures and dynamics, while Sonora has a modern industrial sector, Nayarit rests basically in a tertiary activity, tourism. While social exclusion is significant in Nayarit, in Sonora is relatively low. Considering these disparities this analysis seeks to determine the correspondence between the socioeconomic characteristics of the two regions and the practice of the social sciences from the educational offerings, research and academic linkage from the local higher education institutions. [ABSTRACT FROM AUTHOR]

Some interventions by social workers, teachers and parents take time to develop but can produce, in the longer term, powerful and unexpectedly positive results. We were reminded of this in 2013, when we undertook a small qualitative study where we used feminist memory work to explore the experiences of 11 women from low socio-economic backgrounds studying social sciences at an Australian university. Of the eleven participants, seven were from social work. When asked to remember their journey into tertiary education, the women revealed memorable encounters with social workers, teachers and parents, the impact of which had lasted well into the future. We use the gardening metaphor of ‘planting a seed’ to refer to interventions that may not blossom in the short term but can bear fruit months or years later. Yet, we also note that ‘seeds of doubt’ can be planted too. We conclude by suggesting that planting seeds of possibility is a worthy but potentially overlooked professional activity. Yet, since ours is a small study, further research is warranted to explore the influence of social workers who plant seeds of possibility and whose actions help to recruit and retain socially disadvantaged students in higher education. [ABSTRACT FROM PUBLISHER]

This paper addresses using social media to promote pre-service science teachers' practices of Socio-Scientific Issue (SSI) based teaching in a science classroom setting. We designed our research in two phases. The first phase examined pre-service science teachers' perceptions about using social media to promote their SSI-based teaching. The participants of this phase were 37 pre-service science teachers of universities at Bangkok who were going to complete practice teaching during a field experience course in the 2014 academic year. We collected data using a questionnaire and analyzed the results using descriptive statistics and content analysis. For the second phase, we mentored two students as they learned to use SSI-based teaching. These two individuals were our case studies for this paper. Throughout the mentoring processes, we collected data from their posts on social media, and then analyzed it using content analysis. The findings indicated that most pre-service science teachers perceived that communication through social media provided opportunities for posing questions and requesting clarification with the goal of developing their SSI-based teaching. Moreover, we found five strategies that were effective in terms of promoting pre-serviced science teachers' implementations of SSI-based teaching. These strategies included using various social media as a channel for giving feedback; providing empirical examples for pre-service science teachers' holistic views of SSI-based teaching; providing a friendly atmosphere to encourage reflection in order to identify and address challenges associated with SSI-based teaching; motivating the pre-service teachers to collaborate with a cooperative teacher or mentor about SSI-based teaching; and continually following up on their progress in SSI-based teaching. We considered these findings in terms of further online mentoring program design. [ABSTRACT FROM AUTHOR]