Mel Fein and Linda Treiber, co-editors, JPPS
email@example.com | firstname.lastname@example.org
The Journal of Public and Professional Sociology is the official journal of the Georgia Sociological Association. JPPS publishes refereed works of research and theory focusing on both public and professional sociology.
Call for Papers
"Ripped from the Headlines: Analyzing the Social Implications of the News"
Society moves. We are always confronted with the unexpected. As it happens, sociology is uniquely situated to analyze these incidents. Whether they take place in politics, crime, race relations, education, or the family, sociologists can shed light on why things are happening as they are. Moreover, sociologists can often predict what is likely to transpire in the future. The Journal of Public and Professional Sociology will therefore be putting together a Special Issue dedicated to current events. Entitled "Ripped from the Headlines: Analyzing the Social Implications of the News," it welcomes articles focused on episodes of social interest. These can discuss research, theory, or any combination thereof. They can also be reviews of the literature or ethnographic accounts. What counts is that they utilize sociological insights to provide social perspective. Inquiries can be forwarded to email@example.com or firstname.lastname@example.org. Finished pieces should be submitted through the "Submit Article" link in the sidebar of this page.
The closing submission date is May 31, 2018.
DigitalCommons@Kennesaw State University
Kennesaw State University
1000 Chastain Road
Kennesaw GA 30144
Current Issue: Volume 10, Issue 1 (2018) Online Teaching in Sociology
A Vision Among Challenges: Lessons About Online Teaching From The First Online Master’s Degree in Digital Sociology
Tressie M. Cottom, Jennifer A. Johnson, Tara M. Stamm, and Julie Honnold
Online Exams: The Need for Best Practices and Overcoming Challenges
Margaret H. Williamson
Online Teaching in Sociology: Prospects, Successes, and Problems
Hassan A. El-Najjar
Universities Confront ‘Tech Disruption’: Perceptions of Student Engagement Online Using Two Learning Management Systems
Meggan M. Jordan and N. Danielle Duckett
Competing Institutional Logics And Teaching Effectiveness In Traditional And Online University Classrooms
Billy R. Brocato and Oi-man Kwok
Who Selects an Online Class Over the Same Course Face-to-Face? And Who Learns More? Results from a Mixed-Methods, Quasi-Experimental Study of Teaching the Sociology of Work and Family
Toby L. Parcel, Monica Bixby Radu, and Laura Fitzwater Gonzales
Mix(ed/ing) Messages: Online Teaching, Student Success, and Academic Integrity in Sociology
Evelina W. Sterling and Daniel Farr