Suchergebnisse

I report on a study of 301 sociologists to determine which concepts, topics, and skills they deem most important to cover in the introductory course and in the sociology curriculum. Respondents indicated high agreement that the list of skills, topics, and concepts adequately represented the range of possible items. I use both the raw ratings and the results of asking respondents to select their "top five" items. Results show strong agreement on core concepts, topics, and skills, with both overlaps and differences between results for the introductory course and the sociology curriculum. Issues of difference and inequality are important for both the introductory course and the curriculum. Core concepts are seen as more critical for the introductory course, and theory and methods are seen as more critical for the curriculum. Values and commitments as well as applied sociology rank lowest for both the introductory course and the sociology curriculum. Implications for the sociology curriculum as well as for introductory textbooks are discussed.

An analysis is presented of determinants & consequences of teacher participation in professional associations (NEA & AFT); such participation is seen as a precursor to more militant forms of activism. The data are part of a study on the Teacher Corps completed in 1968-70 by R. G. Corwin. Multiple choice questionnaires were distributed to teachers & principals in 40 schools in 10 states (response rate=69%). Kendall's tau is used. The analysis is divided into 4 sections. Regarding antecedent personal variables, M's (particularly married M's) are more active; relative deprivation theory is applied. Through age 50, older, more experienced teachers are more active; such teachers have the requisite seniority & support necessary for activism. Teachers with advanced education & certification also are more active, again reflecting professional security. SES has no effect. Regarding contextual variables, grade level, proportion minority students, & students' academic quality are unrelated to activism. Regarding situational & organizational factors, teacher satisfaction with the school, student turnover rates, size, standardization, & centralization are unrelated to activism. Activism is more prevalent in schools with low levels of flexibility. Regarding outcomes, more active teachers report fewer & less effective contacts with students; when these contacts are seen as leading to constant arguments, increased activism results. Active teachers rate their communities' attitudes towards education more negatively than less active teachers; also active teachers' community contacts more often resulted in arguments. Amount of principal-teacher contact & effectiveness of teacher-teacher contact are inversely related with activism. Active teachers are also less client-oriented. There are minimal differences with regard to commitment to teach in culturally deprived schools, career orientation, dedication, professional orientation, & administrative emphasis on rules. Participation in teacher professional organizations appears to be unrelated to desirable educational outcomes. The autonomy generated by participation in teacher organizations allows teachers to neutralize & isolate students & parents on behalf of their own self-interests. Modified AA.