Jeanne Ballantine

Faculty assessment and the scholarship of teaching and learning: Knowledge available/knowledge needed

This article addresses the relationship between the scholarship of teaching and learning (STL) and faculty assessment. We examine issues related to the way STL is handled within faculty assessment as well as aspects of faculty assessment that could be topics for STL. Topics suggested for STL on assessment (student evaluations, teaching and learning styles, distance education, and faculty sociodemographics) would contribute to our understanding the evaluation of teaching. Consideration of the knowledge currently available and the knowledge needed in these areas leads us to two conclusions. First, there is considerable opportunity for sociologists to contribute to STL within faculty assessment. Contributions can be made in understanding what constitutes STL and methods for assessing contributions in this area of research. Second, both conceptual and empirical STL can be conducted within a sociological framework to improve methods of assessing teaching during faculty assessment.

The Relationship of Temperament to Adjustment in British Infant Schools.

Abstract We tested the influence of cultural setting on the relationship between temperament and adjustment in children. To evaluate patterns of adjustment within the British infant school, 30 British infant school teachers provided an ideal temperament profile for adjustment to their school. Their ideal child was seen as low key, flexible, and task oriented. Each teacher also provided actual temperament and adjustment ratings for 6 students. Several relationships between temperament and adjustment emerged from this sample of 180 children. The children were viewed as better adjusted to school if they were higher in persistence, adaptability, and approach and if they were lower in activity. Gender differences in both adjustment and temperament were found.

What Can I Do? Applying Classroom Knowledge to Service Work, or Doing Practice Sociology

Faculty members are frequently asked by students and parents, “what can I do with a Sociology degree?” This paper suggests ways to address the question and take action to insure that majors have the knowledge and skills to be successful in the job search and the work world. In addition, the paper indicates ways that combining service learning and applied sociology serves goals of students, faculty, universities, and communities. Approaches to teaching applied (practice) sociology in departments and to integrating service learning and course content show the “natural synergy” between the two types of learning. Finally, the article discusses practical issues related to service learning in applied settings: getting the support of faculty and administrators; convincing students of the benefits of service learning; revising curricula; and setting up the service learning experiences. The conclusion is that combining service learning and applied sociology courses has positive results for all involved.

Does the Center Hold? Reflections on a Sociological Core.

Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of sociology. First, “There really is not much, if any, core.” Second, sociology is “a habit of the mind” (a sociological imagination). Third, key content of a sociological core can be identified using a long or short list. Centripetal forces pressure the discipline to define itself for assessment, transfer articulations, general education, the trend toward interdisciplinary courses, and the public face of sociology. We describe previous efforts for the introductory course and sociology curricula. We conclude with a discussion of everyday practices in sociology that are built on the conception of a core.

Social Science Theories on Teachers, Teaching, and Educational Systems

These are but a few examples of the plethora of books that analyze the crisis in education and classrooms and propose measures to fix problems in our education systems across the years. Each new era – political administration, economic trend, global crisis – brings new suggestions for changes in education processes. To understand how education systems work – or don’t work – social scientists develop theories providing logical explanations to better understand educational systems. These theories inform research on education and provide valuable insights into classroom interactions and methods of teaching students. Some theories have limited value, but others stand the test of time and have relevance beyond the immediate circumstances that generated them. However, the link between social science theory and schools is complicated. A major problem is that educational systems are often governed by political or ideological agendas of those in power at the time, and not on long-term planning or policy based on available theories and research. Part of this problem also lies with social science researchers who may not make findings based on social science theory readily accessible to policy makers. As with the books listed above, social science theories fall in and out of favor as the tides of educational reform change. Theories rarely drive educational reforms, rather they often carry on and support particular waves of educational reforms. As such, these social science theories shape and provide support for the context within which teachers teach, including the way we think about and carry out the responsibilities of teaching, the structure of the curriculum, how schools operate, and links to the students and communities that schools serve. SOCIAL SCIENCE THEORIES ON TEACHERS, TEACHING, AND EDUCATIONAL SYSTEMS