Sentences with phrase «sociologist james»

In his landmark 1966 report «Equality of Educational Opportunity,» sociologist James S. Coleman suggested that socio - economic segregation of schools contributed to variation in learning but that factors such as facilities and spending mattered little.

The study, led by the sociologist James Coleman, was one of the most ambitious in the history of social science.

This movement had been in the works since as far back as the notorious Coleman Report, a massive 1966 government study written by sociologist James Coleman, officially titled «Equality of Educational Opportunity.»

In the 1980s, the distinguished sociologist James Coleman conducted carefully controlled, large - sample research that demonstrated the ineffectiveness of progressive methods in raising general academic achievement and in closing the achievement gap between advantaged and disadvantaged students.

This glum view was fostered by sociologist James Coleman's 1966 study examining the first large - scale collection of data on school characteristics and student achievement.

In the 1980s, the eminent sociologist James Coleman found that Catholic schools, more than public schools, were generating similar achievement results among different types of students.

Building on the work of the sociologist James Davison Hunter, the New York Times columnist David Brooks talks about morally «thick» versus «thin» institutions.

I recently had the opportunity to contribute an article on sociologist James Coleman's research on Catholic schools to a special issue of Education Next commemorating the 50th anniversary of his 1966 «Equality of Opportunity» study — better known today as the Coleman Report.

[7] As the late sociologist James S. Coleman pointed out, [8] large school size often leads to student alienation from the school and strong affiliation with what he called «the adolescent society.»

Sociologist James Coleman, long a student of high schools and the teen culture within them, believed that high schools could be greatly improved if they included more competitions between schools.

Education sociologist James Coleman is most often remembered for his 1966 report on the Equality of Educational Opportunity — a study that popularized the notion that students» family backgrounds and peers mattered more for their success than what happened in school and gave new momentum to efforts to desegregate America's schools.

Sociologist James W. Loewen, author of Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, continues his crusade to encourage the honest teaching of U.S. history, warts and all, in this call for a social studies curriculum based on critical thinking and project learning.

Better known as the Coleman Report after its first author, the eminent sociologist James Coleman, the document provided abundant evidence of large gaps in reading and mathematics skills between black children and white children and between children from poor families and those from more affluent families.

Presbyterian organizational life verifies sociologist James Davison Hunter's observation that American culture has come to be characterized by «the politicization of nearly everything... the turn toward law and politics — the instrumentality of the state — to find solutions to public problems.»

The study was designed by sociologist James Davison Hunter of the University of Virginia to explore «the relationship between schooling and the formation of moral sensibilities and habits among the young.»

The two cultures, she proposes, are best understood in terms of an «ethics gap,» and here she draws upon and reinforces the important work of sociologist James Davison Hunter, whose writings have done so much to give empirical substance to the culture war metaphor.

Sociologist James Davison Hunter told religion reporter Terry Mattingly that he recognized what was happening during a church - state court case in 1986:

The «broken windows» hypothesis, developed by sociologists James Wilson and George Kelling, supposes that people are most likely to commit criminal and antisocial acts when they see evidence that others have already done so — for example, when they are in public places that show signs of decay and neglect.

Not exact matches

This comes to mind upon reading about a conference on young Catholics held at Fordham University, led by Christian Smith and James Davidson, sociologists at Notre Dame and Purdue, respectively.

The most developed, systematic and sweeping version of the idea of a culture war appeared in the 1991 book Culture Wars: The Struggle to Define America, by James Davison Hunter, a University of Virginia sociologist.

One was the work of a sociologist, Earl Brewer, who, with the aid of a theologian and a ministries specialist, sought by an extensive content analysis of sermons and other addresses given in a rural and an urban church to differentiate the patterns of belief and value constituting those two parishes.67 The second was the inquiry of a religious educator, C. Ellis Nelson, who departed from a curricular definition of education to envision the congregation as a «primary society» whose integral culture conditions its young and old members.68 James Dittes, the third author, described more fully the nature of the culture encountered in the local church.

And he clearly adores his three pet sociologists, Peter Berger, David Martin, and James D. Hunter.

That efficiency penalty is «compared to a scenario where every scientist followed the optimum risk strategy, and science had full disclosure, where the results of every experiment were published, including all negative results,» added co-author James Evans, a UC sociologist, in the interview.

James S. Coleman, 1926 — 95, American sociologist, was born in Bedford, Indiana, and taught at Stanford, the University of Chicago, and Johns Hopkins University.

In one of his early writings, excerpted in the following pages, James S. Coleman, the brilliant sociologist who later wrote the famous report on the equality of opportunity for education (the «Coleman Report») and the first study of public and private schools, identified the essential high - school problem: «our adolescents today are cut off, probably more than ever before, from the adult society.»

We asked Carrie James, a sociologist at the Harvard Graduate School of Education who explores connections between young people's digital, moral, and civic lives, to share perspectives on the Carter / Roy case, as well as takeaways for parents and educators.

One set of useful resources comes from Project Zero research director Carrie James, a sociologist at the Harvard Graduate School of Education who studies ethics and citizenship online and works with a network of educators.

The 1966 Coleman Report, named for its principal author, James Samuel Coleman, a sociologist at Johns Hopkins University, found that school structure, teaching and curriculum had a much smaller impact on how well students do academically than long supposed.

Now on the 50th Anniversary of «The Negro Family: The Case for National Action,» and in new research for Education Next, Harvard sociologist William Julius Wilson with Harvard colleagues James Quane and Jackelyn Hwang, find poor black children today are increasingly likely to grow up in family units in the inner city whose dire circumstances affect every aspect of their lives.

The path - breaking sociologist, James Coleman, was not a fan of high school sports.

James S. Coleman, a sociologist, was tapped for the job.

Dr. Braddock has received many honors for his work, including the James E. Blackwell Founders Award (for distinguished service and lifetime achievement) from the Association of Black Sociologists (2008), and an appointment as a Member of the National Research Policies and Priorities Board, U. S. Department of Education, Office of Educational Research and Improvement (appointed by Richard Riley, U. S. Secretary of Education 1995 - 1999, reappointed for six - year term 1999 - 2005).

When James Coleman, the great sociologist of education, analyzed the school characteristics that had the greatest impact on educational achievement and equity, he found that schools with greater academic intensity — a persistent, goal - directed focus on academics — produced not only greater learning, but also narrowed the achievement gap between ethnic groups.30 That such academically focused schools would raise general achievement is obvious since an intense focus on academics is self - evidently the most likely means to raise academic achievement.

Commissioned by the 1964 Civil Rights Act to study the state of school inequality across the U.S., the nation's top sociologist, James Coleman, undertook a massive survey of around 600,000 students in a little over a year's time.

James Coleman, a sociologist, was commissioned to examine what become the title of his report: «Equality of Educational Opportunity.»

Renowned author and cultural sociologist Sarah Thornton interviews Chicago - based artist Kerry James Marshall on the EXPO CHICAGO Dialogues stage.