Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Education (2087)
- Civic and Community Engagement (1171)
- Domestic and Intimate Partner Violence (1065)
- Arts and Humanities (1056)
- Race and Ethnicity (912)
-
- Inequality and Stratification (843)
- Gender and Sexuality (842)
- Community-Based Learning (837)
- Curriculum and Instruction (786)
- Feminist, Gender, and Sexuality Studies (756)
- Bilingual, Multilingual, and Multicultural Education (732)
- Politics and Social Change (730)
- Race, Ethnicity and Post-Colonial Studies (722)
- Creative Writing (714)
- Reading and Language (697)
- History (644)
- Theory, Knowledge and Science (638)
- Ethnic Studies (630)
- Latin American Languages and Societies (626)
- Latina/o Studies (624)
- Chicana/o Studies (617)
- Modern Literature (610)
- Higher Education (561)
- Educational Administration and Supervision (314)
- Public Affairs, Public Policy and Public Administration (268)
- Curriculum and Social Inquiry (267)
- Education Policy (211)
- Institution
-
- Cal Poly Humboldt (615)
- University of Massachusetts Boston (454)
- Anderson University (217)
- University of Nebraska - Lincoln (207)
- East Tennessee State University (102)
-
- SIT Graduate Institute/SIT Study Abroad (94)
- Chapman University (82)
- City University of New York (CUNY) (78)
- Indiana State University (64)
- Old Dominion University (59)
- University of Dayton (53)
- Western Michigan University (52)
- Gettysburg College (50)
- Eastern Michigan University (43)
- University of Nevada, Las Vegas (42)
- San Jose State University (38)
- University of Arkansas, Fayetteville (35)
- Portland State University (34)
- Claremont Colleges (26)
- Nova Southeastern University (23)
- Technological University Dublin (23)
- Syracuse University (21)
- Edith Cowan University (20)
- Brigham Young University (19)
- Loyola University Chicago (19)
- The University of San Francisco (18)
- University of Kentucky (18)
- Eastern Illinois University (17)
- University of Louisville (17)
- Bank Street College of Education (16)
- Keyword
-
- Boston (434)
- Violence studies (434)
- Students (332)
- Do the Write Thing (316)
- Education (250)
-
- Do the Write Think (118)
- Teaching (94)
- Anderson College (83)
- Footnotes (82)
- Ivy Leaves (82)
- Journal of art and literature (82)
- Literary journal (82)
- Literary magazine (82)
- The Orion (82)
- Academic catalog (78)
- Academic plan (78)
- Catalog (78)
- Classes (78)
- Course catalog (78)
- Course offering (78)
- Higher education (78)
- Schedule (78)
- Faculty Senate (56)
- Handbook (55)
- Gender (54)
- Safety (54)
- Constitution (53)
- Regulations (53)
- Rules (53)
- SGA (53)
- Publication Year
- Publication
-
- CouRaGeouS Cuentos: A Journal of Counternarratives (608)
- Do the Write Thing, Boston (434)
- Electronic Theses and Dissertations (130)
- Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy (105)
- Ivy Leaves (84)
-
- Catalogs (78)
- Dissertations (64)
- Independent Study Project (ISP) Collection (63)
- Faculty Senate (56)
- Handbooks (54)
- Education Faculty Articles and Research (47)
- Dissertations, Theses, and Capstone Projects (46)
- Joseph Watras Interviews (37)
- Masters Theses (37)
- Impact: A Journal of Community and Cultural Inquiry in Education (35)
- SURGE (31)
- Graduate Theses and Dissertations (29)
- Theses and Dissertations (27)
- Capstone Collection (26)
- Master's Theses (23)
- Dissertations and Theses (22)
- Faculty Publications (21)
- Publications and Research (20)
- The Qualitative Report (18)
- Library Philosophy and Practice (e-journal) (17)
- Buffet Early Childhood Institute Reports and Publications (16)
- Doctoral Dissertations and Projects (16)
- Nebraska Student Health and Risk Prevention Surveillance System (SHARP) (16)
- Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023– (15)
- Occasional Paper Series (13)
- Publication Type
- File Type
Articles 2281 - 2310 of 3293
Full-Text Articles in Educational Sociology
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Do The Write Thing Essay, 2014
Environmental Sustainability, Cultural Awareness, And Personal Growth: A Short-Term Study Abroad Program Design For The University Of Colorado, Boulder, Jana K. Howlett
Environmental Sustainability, Cultural Awareness, And Personal Growth: A Short-Term Study Abroad Program Design For The University Of Colorado, Boulder, Jana K. Howlett
Capstone Collection
The University of Colorado (CU), as with many academic institutions in the United States, has seen a consistent increase in the number of students opting for short-term study abroad programs. A growing concern in the field of international education is whether it is possible for students to mature in cultural competence from such a short time spent abroad. In an initiative to deliberately increase students’ intercultural growth during short-term excursions, Global Seminar: Environmental Sustainability and Cross-Culture Contact in Costa Rica (GSCR) proposes a program that implements two new aspects to CU’s study abroad options: a course-linked program and an …
Another Nibble At The Core: Student Learning In A Thematically-Focused Introductory Sociology Course, Jay R. Howard, Katherine B. Novak, Krista M.C. Cline, Marvin B. Scott
Another Nibble At The Core: Student Learning In A Thematically-Focused Introductory Sociology Course, Jay R. Howard, Katherine B. Novak, Krista M.C. Cline, Marvin B. Scott
Scholarship and Professional Work - LAS
Identifying and assessing core knowledge has been and continues to be a challenge that vexes the discipline of sociology. With the adoption of a thematic approach to courses in the core curriculum at Butler University, faculty teaching Introductory Sociology were presented with the opportunity and challenge of defining the core knowledge and skills to be taught across course sections with a variety of themes. This study of students (N = 280) enrolled in 12 sections of a thematically-focused Introductory Sociology course presents our attempt to both define and assess a core set of concepts and skills through a pretest-posttest questionnaire …