Changes in Curriculum Emphases and the Neglect of Teacher Training in Graduate Departments of Sociology

Klug, Hadley G.

doi:10.2307/1318212

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…Klug (1991) found a negative correlation between prestige and the existence of teacher training. The concern for teaching was significantly lower among the thirty most prestigious sociology departments in the country than among the other schools in the sample.…”

Section: Departmental Prestigementioning

confidence: 94%

“…Klug (1991) hypothesized that the level of concern expressed within a department about teacher training is partly dependent upon the department chair's attitude toward the importance of teaching. This would be so because the chair is "the person typically responsibile [sic] for establishing organizational culture, specifically in the form of curriculum design" (p. 435).…”

Section: The Role Of the Department Chairmentioning

confidence: 99%

“…First of all, only approximately one-third (36 percent) of sociology Ph.D. degrees are earned from the most prestigious departments (Klug 1991). So in actuality, we are talking about a minority of doctoral degrees.…”

Section: Departmental Prestigementioning

confidence: 99%

“…It is worth noting, by way of introduction, that it is only since the mid1980s that the ASA has even asked graduate departments to report on their teacher training programs for inclusion in the Guide (Klug 1991). This is some indication of the relative unimportance of teacher training.…”

Section: Graduate Training In Teaching: a First Lookmentioning

confidence: 99%

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The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

DeCesare

2003

Am Soc

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The emphasis in sociology Ph.D. programs continues to be on training researchers rather than teachers. This is a serious mistake, given the overwhelming proportion of students who go on to academic careers that require at least some time in the classroom. Departments that offer some type of graduate training in teaching focus almost exclusively on the students' mastery of pedagogical strategies--tools, tips, and techniques for improving their instruction. But this approach neglects students' assumptions about sociology as a discipline--or their sociological orientations--that underlie and intbrm their pedagogical choices. This paper explicates the relationship between sociological orientation and pedagogical practice, and asserts that graduate students need to consider their orientation to the discipline before stepping inside a classroom. This may be effectively accomplished through a required year-long seminar to be taken during the second year of graduate study. The first semester would be devoted to the issues, debates, and questions that currently characterize the discipline. The second would consider the "nuts and bolts" of teaching, and how pedagogical practice derives from sociological orientation. Students would also work as teaching assistants before, during, and after completing the seminar. They would then be required to teach at least one course of their choice before graduating. During this first teaching experience, each graduate student would work closely with a faculty mentor.

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Section: Departmental Prestigementioning

confidence: 94%

Section: The Role Of the Department Chairmentioning

confidence: 99%

Section: Departmental Prestigementioning

confidence: 99%

Section: Graduate Training In Teaching: a First Lookmentioning

confidence: 99%

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The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

DeCesare

2003

Am Soc

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“…Research from the early 1990s found that the higher the prestige of the sociology department (using the U.S. News and World Report's rankings), the less likely it was to have a teacher preparation or development program (Klug 1991;Pescosolido and Milkie 1995). However, this relationship may have changed dramatically in the last few years.…”

Section: Department Culturementioning

confidence: 99%

Greedy Institutions: The Importance of Institutional Context for Teaching in Higher Education

Wright

Assar²,

Kain

et al. 2004

Teach Sociol

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set forth three foci: the content we teach, the training we need to teach effectively, and the con-texts in which we teach. Each topic became a task group that worked mightily to produce materials and offer workshops. It is the third topic that remains the least developed yet the most sociological. "To a significant-indeed crucial-degree, the teacher's performance, behavior and orientation are the products of contextual forces and conditions. Teacher performance and teaching process can be viewed as dependent variables, and the institutional, disciplinary, and societal forces as independent variables" (Mauksch and Howery 1986:73; see also Goldsmid and Wilson [1980] 1985and McGee 1971. More recently, Kuh and Hu (2001) find that "institutional context [has an effect on] learning productivity." Their study found that different types of institutions had different levels of "student quality of effort, engagement in good prac-This article focuses on how the institutional contexts of colleges and universities shape these "greedy institutions." We look at the current social, political, and economic trends affecting all postsecondary institutions, specifically the forces that encourage "greediness." We examine the literature on structural arenas that influence teaching in higher education, including type of institution and departmental level characteristics, considering how the varied structural features of institutions and departments shape the conditions of academic life and demands placed on faculty. We identify the features of the institutional context that can help faculty manage demands on their time and enhance teaching and learning. The article closes with identification of areas for future inquiry and a challenge to sociologists to contribute to an examination of the contextual forces that shape the work lives of faculty and students.

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Sociology Graduate Student Teaching

Moss¹,

Blouin²

2014

Teach Sociol

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Changes in Curriculum Emphases and the Neglect of Teacher Training in Graduate Departments of Sociology

Cited by 6 publications

References 7 publications

The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

Greedy Institutions: The Importance of Institutional Context for Teaching in Higher Education

Sociology Graduate Student Teaching

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