Keith A Roberts
Biographic Data
| ID | 253552 |
|---|---|
| NAME | Keith A Roberts |
| GIVEN NAMES | Keith A |
| FAMILY NAME | Roberts |
| SIGNATURE | ROBERTS K A |
| AFFILIATIONS | Bowling Green State University |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 5 |
Description versus Sociology in Introductory Textbooks
This is a response to “‘World Religions’ in Introductory Sociology Textbooks: In Search of the Sociology.”
Our Social World: Introduction to Sociology
Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep Learning in Sociology Courses
Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior—a perspective that many students seem to bring with them. However, deep reading—reading for long-term retention…
Ironies of Effective Teaching: Deep Structure Learning and Constructions of the Classroom
This paper first reviews deep structure learning objectives-those capacities and skills that cognitive developmentalist research identifies as prerequisite to critical thinking. After exploring the implications for sociology curriculum, the author briefly summarizes some of the kinds of strategies that foster deep structure learning. The bulk of the paper then examines a number of ironies that exist for instructors who employ strategies that enha…
Professing Professionalism: Bureaucratization and Deprofessionalization in the Academy
(2000). Professing Professionalism: Bureaucratization and Deprofessionalization in the Academy. Sociological Focus: Vol. 33, No. 4, pp. 365-383
Teaching Sociology in High School: A Guide for Workshop Organizers
Between Sacred and Secular: Research and Theory on Quasi-Religion
Introduction - exploring the boundaries of the sacred, Arthur L. Greil and Thomas Robbins secular religions - the realm of para-religion transcending sacred and secular - mutual benefits in analyzing religious and non-religious organizations, N.J. Demerath III and Terry Schmitt the Sullivan Institute/Fourth Wall community - radical psychotherapy as quasi-religion, Amy B. Siskind is nothing sacred? - sacred cosmology among the avant garde, James D…
Toward a Sociology of Writing
Une analyse des etudes publiees sur l'usage de l'ecriture dans l'enseignement de la sociologie suggere la necessite de remedier au manque de donnees sur les liens entre ecriture et sociologie. L'A. suggere que l'experience de l'ecrit est fondamentalement sociologique. Utilisant le concept d'imagination sociologique de Mills, il suggere que l'acte de composition ecrite est un mouvement alternatif des aspects personnels et prives vers le contexte s…
Shedding the Light of Day on Writing across the Curriculum: Comment on Day, TS, April 1990
Marjory Kinney, Thomas Klein, Keith Roberts, Richard Zeller, Shedding the Light of Day on Writing across the Curriculum: Comment on Day, TS, April 1990, Teaching Sociology, Vol. 19, No. 2 (Apr., 1991), pp. 278-279
The Restructuring of American Religion: Society and Faith since World War II
Family in Crisis
Saints and Social Structures
Sociology in the General Education Curriculum: A Cognitive Structuralist Perspective
While general education courses comprise the single largest block of student credit hoursfor most sociology departments, few universities or departments provide guidelines regarding which thinking skills are to be developed in general education social science courses. Research by cognitive structuralists suggests that substantial numbers of entering students are not yet capable of formal operational thinking. The thesis of this article is that, i…
Religion in Sociological Perspective
Journal Article Religion in Sociological Perspective, by Keith A. Roberts. Homewood, Illinois: Dorsey Press, 1984. 472 p. $31.50 Get access Ken Menzies Ken Menzies University of Guelph Search for other works by this author on: Oxford Academic Google Scholar Sociology of Religion, Volume 46, Issue 1, Spring 1985, Pages 79–80, https://doi.org/10.2307/3710902 Published: 01 March 1985
Requisite conditions for the formation and viability of a counter‐cultural community
Many scholars have noted that religion is essential for a counter‐culture or utopian community to survive. It has also frequently been maintained that any religion will do, that the content of the religion is inconsequential. This article focuses on the formation and viability of alternative societies and concludes that either harsh circumstances or a particular religious orientation is necessary. Three social conditions and four characteristics …
Toward a Generic Concept of Counter-Culture
Much that has been written about “counter-culture” has been culture-specific to American culture. This article suggests criteria for a generic concept of counter-culture. First, counterculture is treated as a type of culture of the genus of a subculture. Secondly, the issue is raised: which value-conflicts are so wrenching to the culture and are so categorical in nature as to deserve being called counter-cultures? Several methodologies for defini…
Ironies of Effective Teaching: Deep Structure Learning and Constructions of the Classroom
This paper first reviews deep structure learning objectives-those capacities and skills that cognitive developmentalist research identifies as prerequisite to critical thinking. After exploring the implications for sociology curriculum, the author briefly summarizes some of the kinds of strategies that foster deep structure learning. The bulk of the paper then examines a number of ironies that exist for instructors who employ strategies that enha…
Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep Learning in Sociology Courses
Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior—a perspective that many students seem to bring with them. However, deep reading—reading for long-term retention…
Toward a Sociology of Writing
Une analyse des etudes publiees sur l'usage de l'ecriture dans l'enseignement de la sociologie suggere la necessite de remedier au manque de donnees sur les liens entre ecriture et sociologie. L'A. suggere que l'experience de l'ecrit est fondamentalement sociologique. Utilisant le concept d'imagination sociologique de Mills, il suggere que l'acte de composition ecrite est un mouvement alternatif des aspects personnels et prives vers le contexte s…
Professing Professionalism: Bureaucratization and Deprofessionalization in the Academy
(2000). Professing Professionalism: Bureaucratization and Deprofessionalization in the Academy. Sociological Focus: Vol. 33, No. 4, pp. 365-383
Toward a Generic Concept of Counter-Culture
Much that has been written about “counter-culture” has been culture-specific to American culture. This article suggests criteria for a generic concept of counter-culture. First, counterculture is treated as a type of culture of the genus of a subculture. Secondly, the issue is raised: which value-conflicts are so wrenching to the culture and are so categorical in nature as to deserve being called counter-cultures? Several methodologies for defini…
Sociology in the General Education Curriculum: A Cognitive Structuralist Perspective
While general education courses comprise the single largest block of student credit hoursfor most sociology departments, few universities or departments provide guidelines regarding which thinking skills are to be developed in general education social science courses. Research by cognitive structuralists suggests that substantial numbers of entering students are not yet capable of formal operational thinking. The thesis of this article is that, i…
Description versus Sociology in Introductory Textbooks
This is a response to “‘World Religions’ in Introductory Sociology Textbooks: In Search of the Sociology.”
The Restructuring of American Religion: Society and Faith since World War II
Requisite conditions for the formation and viability of a counter‐cultural community
Many scholars have noted that religion is essential for a counter‐culture or utopian community to survive. It has also frequently been maintained that any religion will do, that the content of the religion is inconsequential. This article focuses on the formation and viability of alternative societies and concludes that either harsh circumstances or a particular religious orientation is necessary. Three social conditions and four characteristics …
Toward a Generic Concept of Counter-Culture
Much that has been written about “counter-culture” has been culture-specific to American culture. This article suggests criteria for a generic concept of counter-culture. First, counterculture is treated as a type of culture of the genus of a subculture. Secondly, the issue is raised: which value-conflicts are so wrenching to the culture and are so categorical in nature as to deserve being called counter-cultures? Several methodologies for defini…
Requisite conditions for the formation and viability of a counter‐cultural community
Many scholars have noted that religion is essential for a counter‐culture or utopian community to survive. It has also frequently been maintained that any religion will do, that the content of the religion is inconsequential. This article focuses on the formation and viability of alternative societies and concludes that either harsh circumstances or a particular religious orientation is necessary. Three social conditions and four characteristics …
Religion in Sociological Perspective
Journal Article Religion in Sociological Perspective, by Keith A. Roberts. Homewood, Illinois: Dorsey Press, 1984. 472 p. $31.50 Get access Ken Menzies Ken Menzies University of Guelph Search for other works by this author on: Oxford Academic Google Scholar Sociology of Religion, Volume 46, Issue 1, Spring 1985, Pages 79–80, https://doi.org/10.2307/3710902 Published: 01 March 1985
Sociology in the General Education Curriculum: A Cognitive Structuralist Perspective
While general education courses comprise the single largest block of student credit hoursfor most sociology departments, few universities or departments provide guidelines regarding which thinking skills are to be developed in general education social science courses. Research by cognitive structuralists suggests that substantial numbers of entering students are not yet capable of formal operational thinking. The thesis of this article is that, i…
Saints and Social Structures
The Restructuring of American Religion: Society and Faith since World War II
Family in Crisis
Shedding the Light of Day on Writing across the Curriculum: Comment on Day, TS, April 1990
Marjory Kinney, Thomas Klein, Keith Roberts, Richard Zeller, Shedding the Light of Day on Writing across the Curriculum: Comment on Day, TS, April 1990, Teaching Sociology, Vol. 19, No. 2 (Apr., 1991), pp. 278-279
Toward a Sociology of Writing
Une analyse des etudes publiees sur l'usage de l'ecriture dans l'enseignement de la sociologie suggere la necessite de remedier au manque de donnees sur les liens entre ecriture et sociologie. L'A. suggere que l'experience de l'ecrit est fondamentalement sociologique. Utilisant le concept d'imagination sociologique de Mills, il suggere que l'acte de composition ecrite est un mouvement alternatif des aspects personnels et prives vers le contexte s…
Between Sacred and Secular: Research and Theory on Quasi-Religion
Introduction - exploring the boundaries of the sacred, Arthur L. Greil and Thomas Robbins secular religions - the realm of para-religion transcending sacred and secular - mutual benefits in analyzing religious and non-religious organizations, N.J. Demerath III and Terry Schmitt the Sullivan Institute/Fourth Wall community - radical psychotherapy as quasi-religion, Amy B. Siskind is nothing sacred? - sacred cosmology among the avant garde, James D…
Teaching Sociology in High School: A Guide for Workshop Organizers
Professing Professionalism: Bureaucratization and Deprofessionalization in the Academy
(2000). Professing Professionalism: Bureaucratization and Deprofessionalization in the Academy. Sociological Focus: Vol. 33, No. 4, pp. 365-383
Ironies of Effective Teaching: Deep Structure Learning and Constructions of the Classroom
This paper first reviews deep structure learning objectives-those capacities and skills that cognitive developmentalist research identifies as prerequisite to critical thinking. After exploring the implications for sociology curriculum, the author briefly summarizes some of the kinds of strategies that foster deep structure learning. The bulk of the paper then examines a number of ironies that exist for instructors who employ strategies that enha…
Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep Learning in Sociology Courses
Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior—a perspective that many students seem to bring with them. However, deep reading—reading for long-term retention…
Description versus Sociology in Introductory Textbooks
This is a response to “‘World Religions’ in Introductory Sociology Textbooks: In Search of the Sociology.”
Our Social World: Introduction to Sociology
Sociology (15 works) · Social science (10 works) · Philosophy (9 works) · Political science (8 works) · Pedagogy (7 works) · Philosophy (7 works) · Psychology (6 works) · Epistemology (5 works) · Law (5 works) · Education and Critical Thinking Development (4 works)