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Kimberly Dugan

Biographic Data

ID3887938
NAMEKimberly Dugan
GIVEN NAMESKimberly
FAMILY NAMEDugan
SIGNATUREDUGAN K
VERIFIEDNo
TOTAL WORKS2
TOTAL CITATIONS13
AUTHOR COUNT2
EDITOR COUNT0
FIRST PUBLICATION YEAR2001
LATEST PUBLICATION YEAR2006
H-INDEX2
  • Voice and Agency in Social Movement Outcomes

    Open Access•Kimberly B Dugan, Kimberly Dugan et al.•ARTICLE•Qualitative Sociology•2006•Cited by: 9•References: 18

  • Exploring Social Movement Theories through an Interactive Exercise

    Jo Reger, Kimberly B Dugan et al.•ARTICLE•Teaching Sociology•2001•Cited by: 4

    engaging students (Lowney 1998). In addition, interactive learning is valuable in courses where students have little familiarity with the subject (Cornelius 1998). Frequently, students experience social movement courses as unfamiliar in subject or lacking relevance to their lives. For example, in an undergraduate social movements course Cornelius found that few of her students had any experience with social movement activism either personally or …

  • Voice and Agency in Social Movement Outcomes

    Open Access•Kimberly B Dugan, Kimberly Dugan et al.•ARTICLE•Qualitative Sociology•2006•Cited by: 9•References: 18

  • Exploring Social Movement Theories through an Interactive Exercise

    Jo Reger, Kimberly B Dugan et al.•ARTICLE•Teaching Sociology•2001•Cited by: 4

    engaging students (Lowney 1998). In addition, interactive learning is valuable in courses where students have little familiarity with the subject (Cornelius 1998). Frequently, students experience social movement courses as unfamiliar in subject or lacking relevance to their lives. For example, in an undergraduate social movements course Cornelius found that few of her students had any experience with social movement activism either personally or …

  • Exploring Social Movement Theories through an Interactive Exercise

    Jo Reger, Kimberly B Dugan et al.•ARTICLE•Teaching Sociology•2001•Cited by: 4

    engaging students (Lowney 1998). In addition, interactive learning is valuable in courses where students have little familiarity with the subject (Cornelius 1998). Frequently, students experience social movement courses as unfamiliar in subject or lacking relevance to their lives. For example, in an undergraduate social movements course Cornelius found that few of her students had any experience with social movement activism either personally or …

  • Voice and Agency in Social Movement Outcomes

    Open Access•Kimberly B Dugan, Kimberly Dugan et al.•ARTICLE•Qualitative Sociology•2006•Cited by: 9•References: 18

Aesthetics (2 works) · Movement (music (2 works) · Psychology (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Agency (philosophy (1 works) · Cross-cultural psychology (1 works) · Dynamics (music (1 works) · Electoral Systems and Political Participation (1 works)

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