Just-In-Time Teaching in Sociology Or How I Convinced My Students to Actually Read the Assignment

Howard, Jay R.

doi:10.1177/0092055x0403200404

Cited by 25 publications

(27 citation statements)

References 7 publications

(5 reference statements)

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“…Similarly, Connor-Greene (2000) found that 72% of students reported rarely or never completing reading assignments on schedule. A sparsity of reading has also been noted in other subject areas, including business (Artis, 2008;Starcher & Profitt, 2011), philosophy (Broost & Bradley, 2006), sociology (Howard, 2004), education (e.g. Carney, Fry, Gabriele, & Ballard, 2008;Tomasek, 2009), planning (Sturzaker, 2014), and science (Henderson & Rosenthal, 2006;Jensen & Moore, 2008).…”

Section: Introductionmentioning

confidence: 92%

Exploring the Reading Practices of Undergraduate Students

2017

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Research in higher education has revealed that only a small proportion of students complete assigned reading during semester. The current studies examined students' reading practices, and sought to explore potential factors underlying these practices. Three studies were conducted. Study 1 utilised a questionnaire to examine how long students spend reading academic material. Students reported spending an average of 14.1 hours per week reading a range of sources, including textbooks and journal articles for both guided and independent reading. The number of hours spent reading was lower than university expectations. Study 2 involved conducting focus groups to explore potential factors underlying students' reading practices. Six main themes emerged in the data; Expectations, Perceived benefits, Course structure, Lack of time, Practicalities, and Confidence. Study 3 further examined students' perceptions of a lack of time and a lack of confidence with reading using a diary exercise and a further questionnaire. The diary exercise revealed that students spent an average of 6.5 hours per day engaged in academic activities. In addition, students were generally confident with reading, although more so with reading textbooks than journal articles. The findings are discussed in terms of implications for staff teaching in higher education.

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Section: Introductionmentioning

confidence: 92%

Exploring the Reading Practices of Undergraduate Students

2017

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“…As has been noted (Howard 2004), students often do not read introductory sociology textbooks; in interteaching classes, students must read. Many students comment that compared with other classes, they spend more time preparing for their interteaching courses, and after a few interteaching sessions, they develop the habit of carefully constructing detailed notes while preparing their responses to objectives.…”

Section: Benefits Of Interteaching In Introductory Sociology Coursesmentioning

confidence: 99%

Interteaching

Tsui

2010

Teach Sociol

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On the basis of the presumption that the best way to learn something is to teach it, the author describes the use of interteaching in introductory-level sociology courses. This approach incorporates the strong points of several cooperative learning methods, with additional features that help ensure the quality of discussion questions and encourage students to read course materials more carefully, prior to class. The author has found interteaching to be an effective organizational and instructional approach for introductory-level sociology courses. The method produces more focused class discussions as well as more focused lectures. Moreover, it is an effective way to engage students in sociological theory and research.

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“…Additionally, because few of the students in these courses have experience with sociological theory and ideas, they may be intimidated by the high level of abstraction found in standard sociological texts (Coser 1963). As a result, instructors are confronted with the difficult, and sometimes frustrating, task of finding ways to get their students to read about and deeply engage with sociological concepts and theories (Howard 2004). While many different teaching tools exist for increasing student participation in the classroom, we argue in this paper that non-traditional readings, specifically popular fiction, mystery novels, and journalistic accounts, can provide undergraduate students with an accessible and exciting place to explore sociological ideas.…”

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confidence: 97%

Cultivating A Sociological Perspective Using Nontraditional Texts

2008

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In this paper, we argue that novels, mysteries and nonfiction books can provide undergraduate students with an accessible and exciting place to explore sociological concepts. Using storytelling as a pedagogical tool, we teach students key theoretical ideas by analyzing the books in their specific sociocultural contexts. First, we put forward three different strategies for using nontraditional readings in the classroom. We then present standardized assessment data to measure how well these strategies helped to meet our student learning goals: increasing engagement, enhancing conceptual understanding and improving analytic ability. We also discuss what we consider to be the pedagogical costs and benefits of using these approaches in the classroom.

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Just-In-Time Teaching in Sociology Or How I Convinced My Students to Actually Read the Assignment

Cited by 25 publications

References 7 publications

Exploring the Reading Practices of Undergraduate Students

Exploring the Reading Practices of Undergraduate Students

Interteaching

Cultivating A Sociological Perspective Using Nontraditional Texts

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