Paul J Baker
Biographic Data
| ID | 174618 |
|---|---|
| NAME | Paul J Baker |
| GIVEN NAMES | Paul J |
| FAMILY NAME | Baker |
| SIGNATURE | BAKER P J |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-6560-7124 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1926 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Interdisciplinary challenges for wildfire futures
Lack of cool, not warm, extremes distinguishes late 20th Century climate in 979-year Tasmanian summer temperature reconstruction
Very few annually resolved millennial-length temperature reconstructions exist for the Southern Hemisphere. Here we present four 979-year reconstructions for southeastern Australia for the austral summer months of December–February. Two of the reconstructions are based on the Australian Water Availability Project dataset and two on the Berkeley Earth Surface Temperature dataset. For each climate data set, one reconstruction is based solely on Lag…
Averting biodiversity collapse in tropical forest protected areas
The Chicago School Reforms: Are They Working
The Chicago school reforms have received significant national attention due to their sweeping, radical nature. Growing out of state legislation in 1988 and 1995, the reforms encompass a powerful bottom-up/top-down strategy that provides multiple avenues for initiating building-level changes in teaching and learning. We offer a provisional answer concerning the effects of these reforms by comparing the 1993–1998 performance of Chicago's grammar sc…
On the Unfinished Work of Connecting Problems to Solutions: Some Thoughts on Bowker and Gamson
We appreciate the opportunity to respond to the thoughtful comments of Bowker and Gamson. Their constructive suggestions for educational reform offer us an opportunity to clarify our own position. We developed a theoretical and empirical statement on the current structures and processes that shape undergraduate education in the United States. We are grateful to learn that Bowker and Gamson did not find fault with our conceptual framework or suppo…
The Organized Contradictions of Academe: Barriers Facing the Next Academic Revolution
this state of affairs grows out of a number of contradictions that can be linked to the simultaneous bureaucratization and professionalization of American academe. We trace these contradictions from the interorganizational level to the day-to-day realities of the classroom. These contradictions are highlighted in a general systems model which points out the need for a coordinated set of changes in both the bureaucratic and the professional sphere…
Faculty Vitality and Institutional Productivity
Teaching Students to Think Critically
Chet Meyers shows instructors in all disciplines how to help students develop the skills for applying serious critical thinking to their subjects. He also shows how to inspire in students the intellectual curiosity and desire to understand that motivates rigorous critical thought. Arguing that critical thinking is an integral component of all academic disciplines, he demonstrates why it should be a part of every course and outlines course strateg…
Sociology Textbooks: Managing Clones or Writing Works of Distinction
history of sociology as a teaching enterprise. Because most of the observations and convictions of Graham and Fullerton are aligned closely to my own point of view, I will not take this occasion to quarrel over minor details. Rather, I will develop some basic historical themes that need further clarification and will offer my reflections on the challenge for excellence in the field of textbook writing. Both editors accept the past as prologue and…
The Helter-Skelter Relationship between Teaching and Research: A Cluster of Problems and Small Wins
Paul J. Baker, The Helter-Skelter Relationship between Teaching and Research: A Cluster of Problems and Small Wins, Teaching Sociology, Vol. 14, No. 1, Teaching and the Academic Profession: A Symposium (Jan., 1986), pp. 50-66
"Does the Sociology of Teaching Inform "Teaching Sociology
Various characteristics of the authors and their articles are examined. Case studies of instructional innovation dominate thejournal (N = 165, 69%). An assessment of these case studies is offered in terms of Goldsmid and Wilson 's goals-means-evaluation scheme. The diversity of innovative work is demonstrated by cross-tabulating categories of content areas with various organizational contexts of learning activities. There is little evidence of cu…
Introductory Instruction for a Discipline in Decline: A Crtique and Proposals for Reorientation
Reece McGee, Charlotte A. Vaughan, Paul J. Baker, Introductory Instruction for a Discipline in Decline: A Crtique and Proposals for Reorientation, Teaching Sociology, Vol. 13, No. 1 (Oct., 1985), pp. 12-33
Local and Cosmopolitan Orientations of Faculty: Implications for Teaching
Paul J. Baker, Mary Zey-Ferrell, Local and Cosmopolitan Orientations of Faculty: Implications for Teaching, Teaching Sociology, Vol. 12, No. 1, Recognizing and Rewarding Teaching (Oct., 1984), pp. 82-106
Chairpersons as Negotiators of Faculty Role Commitments: A Case Study of Departments in the Social Sciences
Paul J. Baker, Mary Zey-Ferrell, Chairpersons as Negotiators of Faculty Role Commitments: A Case Study of Departments in the Social Sciences, Teaching Sociology, Vol. 9, No. 3 (Apr., 1982), pp. 229-255
Learning Sociology and Assessing Critical Thinking
Sociological inquiry rests on the noble claims of human reason (Bendix, 1970). Sociologists who make their living in the academy often assert this commitment to reason in the company of undergraduate students. Sharing the educational goals of their learned colleagues, sociologists join the chorus of academicians who believe that students should be able to think clearly, to read critically, and to write and speak effectively (University of Illinoi…
Teaching Rational Thinking in the Social Problems Course
During most of the twentieth century in most sociology departments the social problems course has been one of the basics of the discipline. Social problems is a bread and butter course offered to undergraduates who often have no long-range commitment to sociology as a field of professional study. It has never enjoyed academic stature (Mills, 1943). In the 1890s, Harvard professor Francis Peabody taught a social problems course nicknamed by his st…
Inquiry into the Teaching-Learning Process: Trickery, Folklore, or Science
Paul J. Baker, Inquiry into the Teaching-Learning Process: Trickery, Folklore, or Science?, Teaching Sociology, Vol. 7, No. 3, Knowledge Available, Knowledge Needed: Improving Sociology Instruction (Apr., 1980), pp. 237-245
Benign Disruption in the Classroom: A Case Study
The college classroom provides a unique opportunity for fieldwork (Hughes, 1970). This routine workplace of desks and chairs can be transformed into a research arena for analyzing the social processes of teaching and learning. This article describes an episode in which the classroom becomes an outpost for observing subtle ways of transmitting and receiving academic knowledge. By experimenting with the reading and writing requirements of a social …
American Catholicism and European Immigrants, 1900-1924
American Catholicism and European Immigrants 1900-1924
Mass Instruction in Sociology: On the Domestication of a Pedagogical Monster
Social Awareness Project
This paper describes a teaching-learning strategy in which social problems are examined comparatively from three distinct perspectives-common sense, journalism, and sociology. Students explore these perspectives outside the classroom through various activities which include taking a diagnostic questionnaire of their own common sense thoughts, interviewing other persons, reading materials from journalism and sociology, and writing a final report
Sociologists of the Chair: A Radical Analysis of the Formative Years of North American Sociology (1883-1922).Herman Schwendinger , Julia Schwendinger
Immigrants, Baptists, and the Protestant Mind in America
The Life Histories of W. I. Thomas and Robert E. Park
The Organized Contradictions of Academe: Barriers Facing the Next Academic Revolution
this state of affairs grows out of a number of contradictions that can be linked to the simultaneous bureaucratization and professionalization of American academe. We trace these contradictions from the interorganizational level to the day-to-day realities of the classroom. These contradictions are highlighted in a general systems model which points out the need for a coordinated set of changes in both the bureaucratic and the professional sphere…
"Does the Sociology of Teaching Inform "Teaching Sociology
Various characteristics of the authors and their articles are examined. Case studies of instructional innovation dominate thejournal (N = 165, 69%). An assessment of these case studies is offered in terms of Goldsmid and Wilson 's goals-means-evaluation scheme. The diversity of innovative work is demonstrated by cross-tabulating categories of content areas with various organizational contexts of learning activities. There is little evidence of cu…
Sociology Textbooks: Managing Clones or Writing Works of Distinction
history of sociology as a teaching enterprise. Because most of the observations and convictions of Graham and Fullerton are aligned closely to my own point of view, I will not take this occasion to quarrel over minor details. Rather, I will develop some basic historical themes that need further clarification and will offer my reflections on the challenge for excellence in the field of textbook writing. Both editors accept the past as prologue and…
The Helter-Skelter Relationship between Teaching and Research: A Cluster of Problems and Small Wins
Paul J. Baker, The Helter-Skelter Relationship between Teaching and Research: A Cluster of Problems and Small Wins, Teaching Sociology, Vol. 14, No. 1, Teaching and the Academic Profession: A Symposium (Jan., 1986), pp. 50-66
Learning Sociology and Assessing Critical Thinking
Sociological inquiry rests on the noble claims of human reason (Bendix, 1970). Sociologists who make their living in the academy often assert this commitment to reason in the company of undergraduate students. Sharing the educational goals of their learned colleagues, sociologists join the chorus of academicians who believe that students should be able to think clearly, to read critically, and to write and speak effectively (University of Illinoi…
Introductory Instruction for a Discipline in Decline: A Crtique and Proposals for Reorientation
Reece McGee, Charlotte A. Vaughan, Paul J. Baker, Introductory Instruction for a Discipline in Decline: A Crtique and Proposals for Reorientation, Teaching Sociology, Vol. 13, No. 1 (Oct., 1985), pp. 12-33
On the Unfinished Work of Connecting Problems to Solutions: Some Thoughts on Bowker and Gamson
We appreciate the opportunity to respond to the thoughtful comments of Bowker and Gamson. Their constructive suggestions for educational reform offer us an opportunity to clarify our own position. We developed a theoretical and empirical statement on the current structures and processes that shape undergraduate education in the United States. We are grateful to learn that Bowker and Gamson did not find fault with our conceptual framework or suppo…
Local and Cosmopolitan Orientations of Faculty: Implications for Teaching
Paul J. Baker, Mary Zey-Ferrell, Local and Cosmopolitan Orientations of Faculty: Implications for Teaching, Teaching Sociology, Vol. 12, No. 1, Recognizing and Rewarding Teaching (Oct., 1984), pp. 82-106
Benign Disruption in the Classroom: A Case Study
The college classroom provides a unique opportunity for fieldwork (Hughes, 1970). This routine workplace of desks and chairs can be transformed into a research arena for analyzing the social processes of teaching and learning. This article describes an episode in which the classroom becomes an outpost for observing subtle ways of transmitting and receiving academic knowledge. By experimenting with the reading and writing requirements of a social …
Mass Instruction in Sociology: On the Domestication of a Pedagogical Monster
Teaching Rational Thinking in the Social Problems Course
During most of the twentieth century in most sociology departments the social problems course has been one of the basics of the discipline. Social problems is a bread and butter course offered to undergraduates who often have no long-range commitment to sociology as a field of professional study. It has never enjoyed academic stature (Mills, 1943). In the 1890s, Harvard professor Francis Peabody taught a social problems course nicknamed by his st…
Inquiry into the Teaching-Learning Process: Trickery, Folklore, or Science
Paul J. Baker, Inquiry into the Teaching-Learning Process: Trickery, Folklore, or Science?, Teaching Sociology, Vol. 7, No. 3, Knowledge Available, Knowledge Needed: Improving Sociology Instruction (Apr., 1980), pp. 237-245
Disarmament
The Strategy of Social Inquiry: A New Programme in Methods and Measurement for the Student of Sociology
Carl Becker on History and the American Revolution. Robert E. Brown
The Religious and the Secular: Studies in Secularization
The Life Histories of W. I. Thomas and Robert E. Park
Immigrants, Baptists, and the Protestant Mind in America
Social Awareness Project
This paper describes a teaching-learning strategy in which social problems are examined comparatively from three distinct perspectives-common sense, journalism, and sociology. Students explore these perspectives outside the classroom through various activities which include taking a diagnostic questionnaire of their own common sense thoughts, interviewing other persons, reading materials from journalism and sociology, and writing a final report
Sociologists of the Chair: A Radical Analysis of the Formative Years of North American Sociology (1883-1922).Herman Schwendinger , Julia Schwendinger
American Catholicism and European Immigrants 1900-1924
Mass Instruction in Sociology: On the Domestication of a Pedagogical Monster
American Catholicism and European Immigrants, 1900-1924
Benign Disruption in the Classroom: A Case Study
The college classroom provides a unique opportunity for fieldwork (Hughes, 1970). This routine workplace of desks and chairs can be transformed into a research arena for analyzing the social processes of teaching and learning. This article describes an episode in which the classroom becomes an outpost for observing subtle ways of transmitting and receiving academic knowledge. By experimenting with the reading and writing requirements of a social …
Inquiry into the Teaching-Learning Process: Trickery, Folklore, or Science
Paul J. Baker, Inquiry into the Teaching-Learning Process: Trickery, Folklore, or Science?, Teaching Sociology, Vol. 7, No. 3, Knowledge Available, Knowledge Needed: Improving Sociology Instruction (Apr., 1980), pp. 237-245
Learning Sociology and Assessing Critical Thinking
Sociological inquiry rests on the noble claims of human reason (Bendix, 1970). Sociologists who make their living in the academy often assert this commitment to reason in the company of undergraduate students. Sharing the educational goals of their learned colleagues, sociologists join the chorus of academicians who believe that students should be able to think clearly, to read critically, and to write and speak effectively (University of Illinoi…
Teaching Rational Thinking in the Social Problems Course
During most of the twentieth century in most sociology departments the social problems course has been one of the basics of the discipline. Social problems is a bread and butter course offered to undergraduates who often have no long-range commitment to sociology as a field of professional study. It has never enjoyed academic stature (Mills, 1943). In the 1890s, Harvard professor Francis Peabody taught a social problems course nicknamed by his st…
Chairpersons as Negotiators of Faculty Role Commitments: A Case Study of Departments in the Social Sciences
Paul J. Baker, Mary Zey-Ferrell, Chairpersons as Negotiators of Faculty Role Commitments: A Case Study of Departments in the Social Sciences, Teaching Sociology, Vol. 9, No. 3 (Apr., 1982), pp. 229-255
Local and Cosmopolitan Orientations of Faculty: Implications for Teaching
Paul J. Baker, Mary Zey-Ferrell, Local and Cosmopolitan Orientations of Faculty: Implications for Teaching, Teaching Sociology, Vol. 12, No. 1, Recognizing and Rewarding Teaching (Oct., 1984), pp. 82-106
"Does the Sociology of Teaching Inform "Teaching Sociology
Various characteristics of the authors and their articles are examined. Case studies of instructional innovation dominate thejournal (N = 165, 69%). An assessment of these case studies is offered in terms of Goldsmid and Wilson 's goals-means-evaluation scheme. The diversity of innovative work is demonstrated by cross-tabulating categories of content areas with various organizational contexts of learning activities. There is little evidence of cu…
Introductory Instruction for a Discipline in Decline: A Crtique and Proposals for Reorientation
Reece McGee, Charlotte A. Vaughan, Paul J. Baker, Introductory Instruction for a Discipline in Decline: A Crtique and Proposals for Reorientation, Teaching Sociology, Vol. 13, No. 1 (Oct., 1985), pp. 12-33
The Helter-Skelter Relationship between Teaching and Research: A Cluster of Problems and Small Wins
Paul J. Baker, The Helter-Skelter Relationship between Teaching and Research: A Cluster of Problems and Small Wins, Teaching Sociology, Vol. 14, No. 1, Teaching and the Academic Profession: A Symposium (Jan., 1986), pp. 50-66
Faculty Vitality and Institutional Productivity
Teaching Students to Think Critically
Chet Meyers shows instructors in all disciplines how to help students develop the skills for applying serious critical thinking to their subjects. He also shows how to inspire in students the intellectual curiosity and desire to understand that motivates rigorous critical thought. Arguing that critical thinking is an integral component of all academic disciplines, he demonstrates why it should be a part of every course and outlines course strateg…
Sociology Textbooks: Managing Clones or Writing Works of Distinction
history of sociology as a teaching enterprise. Because most of the observations and convictions of Graham and Fullerton are aligned closely to my own point of view, I will not take this occasion to quarrel over minor details. Rather, I will develop some basic historical themes that need further clarification and will offer my reflections on the challenge for excellence in the field of textbook writing. Both editors accept the past as prologue and…
On the Unfinished Work of Connecting Problems to Solutions: Some Thoughts on Bowker and Gamson
We appreciate the opportunity to respond to the thoughtful comments of Bowker and Gamson. Their constructive suggestions for educational reform offer us an opportunity to clarify our own position. We developed a theoretical and empirical statement on the current structures and processes that shape undergraduate education in the United States. We are grateful to learn that Bowker and Gamson did not find fault with our conceptual framework or suppo…
The Organized Contradictions of Academe: Barriers Facing the Next Academic Revolution
this state of affairs grows out of a number of contradictions that can be linked to the simultaneous bureaucratization and professionalization of American academe. We trace these contradictions from the interorganizational level to the day-to-day realities of the classroom. These contradictions are highlighted in a general systems model which points out the need for a coordinated set of changes in both the bureaucratic and the professional sphere…
Sociology (25 works) · Pedagogy (17 works) · Political science (15 works) · Social science (15 works) · Higher education (11 works) · Psychology (11 works) · Mathematics education (10 works) · Innovative Teaching Methodologies in Social Sciences (8 works) · Law (8 works) · Philosophy (8 works)