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Teaching Sociology

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As the national organization for sociologists, ASA, through its Executive Office, is well positioned to provide a unique set of services to its members and to promote the vitality, visibility, and diversity of the discipline. Working at the national and international levels, ASA aims to articulate policy and implement programs likely to have the broadest possible impact for sociology now and in the future.

Teaching Sociology publishes articles, notes, and reviews intended to be helpful to the discipline’s teachers. Articles range from experimental studies of teaching and learning to broad, synthetic essays on pedagogically important issues. The general intent is to share theoretically stimulating and practically useful information and advice with teachers.

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Article Submissions Article submissions are research-based and, inclusive of all content, are approximately 25 pages double spaced with one inch margins using Times New Roman font size 12. Articles intended to demonstrate specific teaching applications are expected to include analysis of assessment data. Articles are evaluated using combinations of the following criteria:

1. Originality 2. Likely interest among the journal’s readership 3. Potential magnitude of impact on teaching and learning, considering     A. Specific contexts of instruction (size of classes, content of classes, type of institution, prerequisite courses, etc.)     B. Prospects of transferring the pedagogy to other social settings,          C. Implications relating to scholarship of teaching and learning in sociology 4. Quality of the literature review including     A. Comprehensive review of articles previously published in Teaching Sociology     B. Inclusion of relevant scholarship beyond Teaching Sociology 5. Quality of data analysis or assessment 6. Quality of writing and presentation

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Sociology in UK nurse education curricula: A review of the literature from 1919 to 2019

• Original Article
• Published: 06 May 2019
• Volume 17 , pages 427–442, ( 2019 )

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• Mark Molesworth 1 &
• Moira Lewitt 2  

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Student nurses are required to learn about sociology during pre-registration nurse education within the United Kingdom. This literature review explores the key developments which led to the introduction and gradually increasing presence of sociological theory and concepts within nurse education. Historically, there was an early desire to increase nurses’ social awareness as nurse education was further professionalised following the passing of the Nurses Registration Act, 1919. It was not until the radical changes of the 1970s that these early ambitions were realised, culminating in sociology becoming part of the nurse education curriculum in 1977. The landscape changed as nurse education moved into universities and, more recently, as nursing became an all graduate profession. The increasing presence of sociology has been accompanied by an impassioned debate regarding its relevance to nursing and the extent to which it should feature within curricula. These issues have parallels with the education of other professional groups, and it is incumbent upon educators to draw upon the experiences of the past to think deeply about how sociology can be meaningfully embedded within future curricula.

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Molesworth, M., Lewitt, M. Sociology in UK nurse education curricula: A review of the literature from 1919 to 2019. Soc Theory Health 17 , 427–442 (2019). https://doi.org/10.1057/s41285-019-00104-1

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Published : 06 May 2019

Issue Date : December 2019

DOI : https://doi.org/10.1057/s41285-019-00104-1

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QUESTION: Discuss the importance of sociology of education to both teachers and students A Professional Teacher

In all ages and human times ever since out erect and restless species appeared upon the planet, men have been living with others of their kind in something called societies. Prior to the emergence of sociology the study of society was carried on in an unscientific manner and society had never been the central concern of any science. It is through the study of sociology that the truly scientific study of the society has been possible. Sociology alone studies social relationships, society itself. Sociology is interested in social relationships not because they are economic or political or religious or legal but because they are at the same time social. Sociology study how the relations combine, how they build up smaller or greater systems and how they respond to changes and changing needs or demands. Therefore the study of sociology is essentially analytical. Sociology because of its bearing upon many of the problems of the present world has assumed such a great importance that it is considered to be the best approach to all the social sciences. Notably, sociology tells us how to become what we want to be (Giddings, 2011). It is in this context therefore, this paper has analyzed the concept of sociology of education and discussed the importance of sociology of education to both teachers and students.

Related Papers

Mporananayo Noel (PhD)

Essentials of sociology of education. Pages 1-30. Published by His Lineage Publishing House. Ibadan, Nigeria.

Adesoji Oni

The paper presents an extensive definition of the term sociology / sociology of education, with good explanation on how sociology emerged and developed; the paper equally discusses the scope and basic concern of sociology / sociology of Education. Personal and professional benefits derived from learning sociology of education were highlighted, while the paper also gave the differences between Educational Sociology and Sociology of Education and conclude by describing the relationship between sociology and other fields of study.

arthur chisanga

Nadeem morshed

Tania Saeed

The education system is both a source of perpetuating socio-economic inequalities, and a tool for challenging the status quo. Educational institutions, especially schools are an integral part of the socialization process, preparing the next generation to take on their role as “social” actors. The course examines how and why the education system perpetuates or challenges existing inequalities within society. It introduces students to sociological theories of education, examining the intersection between education, class, culture, gender, resistance and democracy. The first part provides a macro level analysis of education and its place within society by introducing students to grand theories of education with a particular emphasis on functionalism, pragmatism, and critical pedagogy. The second part focuses on the formalized education system, in particular the school, examining the structure and organization of the school, teaching and pedagogy, classroom inequalities, and the politics of language and curriculum. The readings therefore move from a macro level analysis to the micro unit of the school, highlighting both the potential and the limitation of modern day schooling in challenging existing inequalities within society.

Shaym Sundar

Dr. Mikael Chuaungo

● Sociology: meaning and definitions, Relationship between Sociology and education ● Educational Sociology: meaning, nature and scope ● Need for sociological approach in education ● Society: Concept, Composition and Functions

Education Reserach

GABRIEL O M O N D I OGWA

Date 23 rd August 2021 Analysis of the Major Perspectives of Sociology Sociology is a vital aspect in studying human life; the scholars in this field stipulate three major ideas, notably, Symbolic interactionism, Functionalism, and Conflict theory of sociology. This paper analyses the social theories as an imperative aspect in solving problems posed by poverty. Structural functionality explains that parts of society largely contribute in some ways to another. Furthermore, poverty is viewed as a problem and an indispensable part of a community.

Social Causes, Private Lives

Robert Funnell

mustafa sever

This paper sets out to discuss major theories of sociology of education in an attempt to reveal why we need to extend analysis beyond their current forms. It provides both a brief historical account for each theory and fundamental critiques directed towards them. Sociology of education has taken a historical turn by breaking away from the dominant understandings of functionalist theories of 1950s. The matters of history, social class, race and gender and their intimate links to the education began to occupy a prestigious position in sociological analysis of education. However, the new sociology of education also could not escape from creating its own field specific orthodoxies

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Essay Questions

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You will find a 20 mark question on all three papers of the A-Level exam, however, Methods in context question will be dealt with separately.

20 mark questions are essay style questions and should be answered in continuous prose and paragraphs. You should take around 25 – 30 minutes to answer these questions and contain between 3 and 4 paragraphs as well as an introduction and conclusion.

30 Mark Questions only appear on paper 1 and 3 for both Education and Crime and Deviance. 30 Mark questions are to be approached in the same way as the 20 markers, however, you ware expected to show a deeper level of knowledge and understanding (4-5 points), analysis and evaluation.

Command Words 

All essay questions use the same command words: 

Applying material from = Use the item explicitly in your answer. The examiner needs to see "the item" to show you have taken material from the item. 

Evaluate = Look at multiple arguments and come to a reasoned and definitive conclusion

Evaluation Stems

There are two types of essay that you can be asked, Argument or relative importance. You will need to identify which type it is by looking at the question and identifying the evaluation stem. There are four stems for argument essays and two for relative importance: 

ARGUMENT ESSAY STEMS

• The view 
• The contribution of 
• The usefulness of 

RELATIVE IMPORTANCE ESSAY STEMS

• Sociological explanations of 
• The reasons / causes / factors of

Planning your answers is an important step in practicing essay questions. There is no point writing out a full essay answer if you have no idea or are unsure on what it is you are being asked to do or what to include. 

The for and against sides of the content section are essentially two different essays. They do not have to correspond. You then choose which you one you are going to turn into your essay [answer].

Introduction

The introduction should give an overview to the examiner of what it is you are going to write about in the essay. It is also there to show the examiner that you understand the question and what it is asking you to do.

The introduction should contain three elements:

Context: 

This is the background information on the question and can come in three forms:

• Definition of key sociological terms.
• Trends in statistical subjects.
• Background of the theory or topic.

Content: 

In this part of the introduction you show the examiner that you have interpreted the question correctly by explaining the key points that you are going to cover in the essay.

For an   argument   essay this will be both the arguments for and against the view in the question. Whereas for a   relative importance   question this will be the reasons, factors or explanations you are going to discuss.

This a a single sentence which either states that you are going to argue for or against the view in the question, or which reason, factor or explanation is the most important.

The main body of the essay should be around 3 or 4 paragraphs for a 20 marker and 4 or 5 paragraphs in length for a 30 marker, meaning that there should be 4 or 5 points that come from both the item that you have been given as well as your own knowledge.

A nswer the Question

The first sentence of your paragraph should directly answer the question. Use the terms of the question to help make sure you are answering the question set. 

Argument Essay - Why have you come to your overall answer. Give a reason not a concept. 

Relative Importance - Identify the explanation, reason, cause or factor. 

R easons / Explanation 

Use your sociological knowledge to explain how and why this answers the question. This should be around 3-4 sentences where you teach the reader and convince them that your answer is the correct one. 

E valuation 

The evaluation section of the paragraph is where you show your understanding of the opposing argument to your answer. The evaluation should directly link to the point that you are making at the start of your paragraph. It must be shorter than your explanation. 

A pplication  

The application elements of your paragraph are floating and go where they fit. Application comes in a range of formats:

• Integrated use of the item [Paraphrase don't quote]
• Appropriately named sociologists
• Appropriately used sociological studies
• Contemporary real life examples
• Illustrative Examples 

L ink  

This is where you reiterate your answer. 

Argument Essay - What is your overall argument again. Not necessary for Assessment objectives but good literacy. 

Relative Importance - Why is this factor the most important / not the most important. This is ESSENTIAL to show you are answering the question and not just describing the topic. 

The conclusion should be about 2 or 3 sentences long and needs to answer the question directly, and explain why you have come to that answer. 

Do not evaluate or add anything you have not mentioned already. 

The Sociology Teacher