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American Scholars (american + scholar)

Distribution by Scientific Domains
Humanities and Social Sciences60%

Selected Abstracts

XI. THE ROLE OF AFRICAN AMERICAN SCHOLARS IN RESEARCH ON AFRICAN AMERICAN CHILDREN: HISTORICAL PERSPECTIVES AND PERSONAL REFLECTIONS

MONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT, Issue 1 2006
Vonnie C. McLloyd
First page of article [source]

Paradigmatic Faults in International-Relations Theory

INTERNATIONAL STUDIES QUARTERLY, Issue 4 2009
Patrick Thaddeus Jackson
American scholars routinely characterize the study of international relations as divided between various Kuhnian "paradigms" or Lakatosian "research programmes." Although most international relations scholars have abandoned Kuhn's account of scientific continuity and change, many utilize Lakatosian criteria to assess the "progressive" or "degenerative" character of various theories and approaches in the field. We argue that neither specific areas of inquiry (such as the "democratic peace") nor broader approaches to world politics (such as realism, liberalism, and constructivism) deserve the label of "paradigms" or "research programmes." As an alternative, we propose mapping the field through Weberian techniques of ideal-typification. [source]

"[U]NITED AND ACTUATED BY SOME COMMON IMPULSE OF PASSION"1: CHALLENGING THE DISPERSAL CONSENSUS IN AMERICAN HOUSING POLICY RESEARCH

JOURNAL OF URBAN AFFAIRS, Issue 2 2008
DAVID IMBROSCIO
ABSTRACT: A large and influential group of American scholars studying urban and low-income housing policy have coalesced around the central idea that the best way to ameliorate the plague of urban poverty in the United States is to disperse (or deconcentrate) the urban poor into wealthier (usually outlying suburban) neighborhoods. This article refers to this group of scholars as the Dispersal Consensus (or DC for short). It finds that the DC's zeal to promote dispersal policies leads many of its members to engage in suspect and problematic practices, both in their research and policy prescription efforts. Such findings suggest that the DC's near hegemonic influence over the academic discourse of American urban and low-income housing policy should be challenged. This challenge will help stimulate a more open and productive debate regarding how best to ameliorate urban poverty (and related social problems) in the United States. [source]

Where do educational technologists really publish?

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2006
An examination of successful emerging scholars' publication outlets
This study engages the question of where successful emerging (pretenure) scholars are most likely to publish their research. Spurred on by findings of a survey of leaders in the field of educational technology/instructional design and technology (ET/IDT) to determine the advisability of a rank-ordered list of journals for the purposes of decision making about tenure and promotion, this document analysis presents the results of measuring the conventional wisdom against the actual practices of emerging scholars. Findings suggest that pretenure scholars publish in a wide variety of outlets including some, but not all of those identified in earlier surveys. While it is understood that the tenure decision is a complicated one,based on many criteria (eg, teaching, service, grantsmanship, etc), research and scholarship remain primary determinants. Therefore, these findings will be useful to emerging scholars and to those decision makers seeking direction regarding research outlets. The study is limited by a focus from an original survey conducted in 2003 to primarily North American scholars as participants, however, international considerations are included. The findings indicate that a list of journals for tenure decision making may not be advisable at this point in the development of the field of ET/IDT. [source]

So Real Illusions of Black Intellectualism: Exploring Race, Roles, and Gender in the Academy

COMMUNICATION THEORY, Issue 1 2000
Ronald L. Jackson II
The absence of any written mainstream valuation of African American theories and historical relevancies presents a significant commentary and dilemma within the field of human communication studies and other disciplines as well. It forces committed African American intellectuals to ask ourselves if we have created a large enough arsenal of quality theories or if we have simply recycled theories produced by "observers" to describe our communicative behavior. If African American theories have been created, tested, and verified, then where are they, and why are they not being recognized by the academy? African American scholars must define what it means to be central to critical scholarship, determine whether this position has been achieved, and finally decide to continue to push the margins. This essay is to be read as an initial exploration that examines the sociopolitical factors of race and gender as contributing variables to the success of African American intellectualism. [source]