<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frederick T. Tucker</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIOLOGICAL MEDIA: MAXIMIZING STUDENT INTEREST IN QUANTITATIVE METHODS VIA COLLABORATIVE USE OF DIGITAL MEDIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community college</style></keyword><keyword><style  face="normal" font="default" size="100%">digital media</style></keyword><keyword><style  face="normal" font="default" size="100%">sociological methods</style></keyword><keyword><style  face="normal" font="default" size="100%">transformative pedagogy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1224700</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">73</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">College sociology lecturers are tasked with inspiring student interest in quantitative methods despite widespread student anxiety about the subject, and a tendency for students to relieve classroom anxiety through habitual web browsing. In this paper, the author details the results of a pedagogical program whereby students at a New York City community college used industry-standard software to design, conduct, and analyze sociological surveys of one another, with the aim of inspiring student interest in quantitative methods and enhancing technical literacy. A chi-square test of independence was performed to determine the effect of the pedagogical process on the students’ ability to discuss sociological methods unrelated to their surveys in their final papers, compared with the author’s students from the previous semester who did not undergo the pedagogical program. The relation between these variables was significant, χ 2(3, N=36) = 9.8, p = .02. Findings suggest that community college students, under lecturer supervision, with minimal prior statistical knowledge, and access to digital media can collaborate in small groups to create and conduct sociological surveys, and discuss methods and results in limited classroom time. College sociology lecturers, instead of combatting student desire to use digital media, should harness this desire to advance student mastery of quantitative methods.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">75-88</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Michelle Soares</style></author><author><style face="normal" font="default" size="100%">Laêda Machado</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VIOLENCE AGAINST TEACHERS: SPEECHES FROM BRAZILIAN’S DIGITAL MEDIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital media</style></keyword><keyword><style  face="normal" font="default" size="100%">social representation</style></keyword><keyword><style  face="normal" font="default" size="100%">violence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361618.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">58</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aimed to understand the treatment given by digital media for violence against teachers. It was observed how violence manifests itself, where it comes from, how it happens and the reasons for its occurrence, from news that addressed the violence suffered by teachers. The theoretical referential that guided the work was the Social Representation Theory proposed by Moscovici (1978). This research examined 96 articles, published in mainstream news sites in Brazil, whose main content were cases of violence against teachers. For these analyses, the content analysis from Bardin (2009) was used. The results showed that the discourse that circulates in digital media on violence against teachers refers to any form of physical or moral violence performed by students or their parents in the school environment, causing physical and moral damages to teacher’s integrity. The violent acts are triggered by situations that alter the dynamics of the classroom, such as assigning low marks or making complaints. It’s emphasized that this characterization is important to the development of possible actions for combating violence against teachers</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">144-151</style></section></record></records></xml>