Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Suzanne S. Hudd"'
Autor:
Suzanne S. Hudd
Publikováno v:
Gender & Society. 34:529-531
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1a3c69badead5991a3500039e2890d47
https://doi.org/10.1177/0891243219896587
https://doi.org/10.1177/0891243219896587
How to Incorporate Equity and Justice in Your Teaching advocates for radical inclusivity in the contemporary social science classroom. Including a range of adaptable course materials, this forward-thinking book will enable instructors working at a ra
Publikováno v:
Teaching Sociology. 41:32-45
In this article, we examine common practices and attitudes surrounding writing pedagogy in the sociology classroom based on an analysis of interviews with 19 sociologists at seven institutions in the Northeast. Our discussion is centered on two disti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c71125aec189f6ad91933a9dd58d8fae
https://doi.org/10.1177/0092055x12458049
https://doi.org/10.1177/0092055x12458049
Publikováno v:
Teaching Sociology. 39:179-189
The use of informal writing is common in sociology. This article presents one model for integrating informal written work with learning goals through a theoretical framework known as concentric thinking. More commonly referred to as “the PTA model
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a9a4960ee240506e3a23bdab0ff8f42e
https://doi.org/10.1177/0092055x11401563
https://doi.org/10.1177/0092055x11401563
Publikováno v:
The Journal of Higher Education. 80:146-177
Discussions of academic integrity are becoming increasingly important on college campuses across the country (Bush-weller, 1999; Center for Academic Integrity, 2005; Gomez, 2001; McCaffrey, 2001; Vincent, 1999). Recent survey data gathered from 50,00
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::13910a831ad2dae2fcb9fd45f8ffc9c2
https://doi.org/10.1353/jhe.0.0039
https://doi.org/10.1353/jhe.0.0039
Autor:
Eric F. Bronson, Suzanne S. Hudd
Publikováno v:
Teaching Sociology. 35:264-273
The link between writing and thought is well established (Hylton and Allen 1993; Thompson 1994; Hillocks 1995; Grauerholz 1999; Bean 2001; Reichenbach, 2001; Halpern, 2003). The process of writing en ables us to critique, adjust and develop our reaso
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be0cde8a75f1b9c7c520196d52404439
https://doi.org/10.1177/0092055x0703500305
https://doi.org/10.1177/0092055x0703500305
Autor:
Suzanne S. Hudd
Publikováno v:
Teaching Sociology. 41:2-4
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::247d733b2a4ac5e9afd7184af454b724
https://doi.org/10.1177/0092055x12471820
https://doi.org/10.1177/0092055x12471820
Autor:
Suzanne S. Hudd
Publikováno v:
The Journal of Higher Education. 83:761-763
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aa0c7eb221daeb595fe86a0749779272
https://doi.org/10.1080/00221546.2012.11777265
https://doi.org/10.1080/00221546.2012.11777265
Autor:
Suzanne S. Hudd
This paper reports on the ways in which a group of middle school students who received character education in elementary school define and experience character. The research was designed to improve our understanding of the meanings that the children
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f1303ece3091b5790b12bea1612933ec
https://doi.org/10.1108/s1537-4661(2010)0000013013
https://doi.org/10.1108/s1537-4661(2010)0000013013
Autor:
Suzanne S. Hudd
Publikováno v:
Teaching Sociology. 31:195
Collaborative teaching techniques are designed to alter the relationship between the professor and the students in order to share the process of learning class materials. In a collaborative classroom, students are encouraged to participate in the des
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b0f56922cfde37cc5a27475fa71d2c99
https://doi.org/10.2307/3211308
https://doi.org/10.2307/3211308