Pub Date : 2023-12-01DOI: 10.1177/0092055x231214667
Billy R. Brocato
{"title":"Book Review: Innovations in Digital Research Methods","authors":"Billy R. Brocato","doi":"10.1177/0092055x231214667","DOIUrl":"https://doi.org/10.1177/0092055x231214667","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":" 11","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138612411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.1177/0092055x231214006
Stephanie Medley-Rath, Michael D. Gillespie, Nicholas Novosel, Sydnye Combs, Drew Fearnow
Textbooks offer instructors an opportunity to promote data visualization and statistical literacy throughout the sociology curriculum. In this study, we examined 463 data visualizations from 27 textbooks for Introduction to Sociology, Social Problems, and intermediate elective courses to illuminate the range of data visualizations and their use of statistical data and numerical variables. We find that textbooks rely on a narrow range of data visualizations (e.g., bar/column charts and tables), statistical data (e.g., percentages), and numerical variables (e.g., age). Introduction to Sociology textbooks used more data visualizations, and Social Problems textbooks incorporated more types of statistics. In contrast, intermediate-level textbooks presented more measures of central tendency. Overall, our results suggest textbooks could better integrate a broader range of figures, statistical data, and numerical variables. We conclude with resources for integrating data visualization in instruction.
{"title":"Figures and Charts and Tables, Oh My!: A Content Analysis of Textbook Data Visualizations","authors":"Stephanie Medley-Rath, Michael D. Gillespie, Nicholas Novosel, Sydnye Combs, Drew Fearnow","doi":"10.1177/0092055x231214006","DOIUrl":"https://doi.org/10.1177/0092055x231214006","url":null,"abstract":"Textbooks offer instructors an opportunity to promote data visualization and statistical literacy throughout the sociology curriculum. In this study, we examined 463 data visualizations from 27 textbooks for Introduction to Sociology, Social Problems, and intermediate elective courses to illuminate the range of data visualizations and their use of statistical data and numerical variables. We find that textbooks rely on a narrow range of data visualizations (e.g., bar/column charts and tables), statistical data (e.g., percentages), and numerical variables (e.g., age). Introduction to Sociology textbooks used more data visualizations, and Social Problems textbooks incorporated more types of statistics. In contrast, intermediate-level textbooks presented more measures of central tendency. Overall, our results suggest textbooks could better integrate a broader range of figures, statistical data, and numerical variables. We conclude with resources for integrating data visualization in instruction.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-22DOI: 10.1177/0092055X231214666
Elaine Coburn
{"title":"Book Reviews: The Sociological Quest: An Introduction to the Study of Social Life","authors":"Elaine Coburn","doi":"10.1177/0092055X231214666","DOIUrl":"https://doi.org/10.1177/0092055X231214666","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"7 2","pages":"96 - 99"},"PeriodicalIF":2.2,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1177/0092055x231197890
Jessica L. Brown-Hamlett
topic, so instructors who would like for their students to be familiar with sociological understandings and interpretations of social interactions through different lenses may combine reading of this book with Patterson’s (2015) “Environment and Social Interaction” and Friebel and colleagues’ (2021) “Gender Differences in Social Interactions.” The Teaching Resources and Innovations Library for Sociology (TRAILS) provides useful activities that can pair nicely with a reading of sections from this book. Gaby (2019), for example, describes a simulation where students act as either social movement actors or institutional representatives to gain a deeper knowledge of various types of governmental and nongovernmental institutions. This activity could also be used to help illustrate and discuss Genov’s concept of social interactions. Additionally, Oznowitz and Jenkins (2014) outlined an interactive class activity used to address challenges when students encounter difficult texts and hesitate to engage in theorizing. While working in groups, students could use Genov’s book as a source of information about how sociological theories can be used to explain contemporary social issues. For similar reasons, this book could be nicely paired with the course History of Social Thought designed by Tiryakian (2010). Tiryakian organized the course around dimensions of the social world in terms of actors (micro), institutional structures (meso), and more comprehensive totalities (macro). This is similar to Genov’s explanations of the interacting individual and collective social actors and their dynamic micro-, meso-, and macrosocial relations and processes in different social levels of the organization of social life. In conclusion, through the development of the theoretical concreteness of the paradigmatic concept of social interaction, Nikolai Genov presents sociology as a mature, multiparadigmatic, modern social science that can substantially contribute to the diagnosis of our times. The suggested paradigmatic conceptual model of broadly defined social interaction at micro, meso, and macro levels of social structures and processes might substantially contribute to the future achievements of the discipline.
{"title":"Book Review: <i>I’m Glad My Mom Died</i>","authors":"Jessica L. Brown-Hamlett","doi":"10.1177/0092055x231197890","DOIUrl":"https://doi.org/10.1177/0092055x231197890","url":null,"abstract":"topic, so instructors who would like for their students to be familiar with sociological understandings and interpretations of social interactions through different lenses may combine reading of this book with Patterson’s (2015) “Environment and Social Interaction” and Friebel and colleagues’ (2021) “Gender Differences in Social Interactions.” The Teaching Resources and Innovations Library for Sociology (TRAILS) provides useful activities that can pair nicely with a reading of sections from this book. Gaby (2019), for example, describes a simulation where students act as either social movement actors or institutional representatives to gain a deeper knowledge of various types of governmental and nongovernmental institutions. This activity could also be used to help illustrate and discuss Genov’s concept of social interactions. Additionally, Oznowitz and Jenkins (2014) outlined an interactive class activity used to address challenges when students encounter difficult texts and hesitate to engage in theorizing. While working in groups, students could use Genov’s book as a source of information about how sociological theories can be used to explain contemporary social issues. For similar reasons, this book could be nicely paired with the course History of Social Thought designed by Tiryakian (2010). Tiryakian organized the course around dimensions of the social world in terms of actors (micro), institutional structures (meso), and more comprehensive totalities (macro). This is similar to Genov’s explanations of the interacting individual and collective social actors and their dynamic micro-, meso-, and macrosocial relations and processes in different social levels of the organization of social life. In conclusion, through the development of the theoretical concreteness of the paradigmatic concept of social interaction, Nikolai Genov presents sociology as a mature, multiparadigmatic, modern social science that can substantially contribute to the diagnosis of our times. The suggested paradigmatic conceptual model of broadly defined social interaction at micro, meso, and macro levels of social structures and processes might substantially contribute to the future achievements of the discipline.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-09DOI: 10.1177/0092055x231197894
MJ Vickers
{"title":"Book Review: <i>Bullying: The Social Destruction of Self</i>","authors":"MJ Vickers","doi":"10.1177/0092055x231197894","DOIUrl":"https://doi.org/10.1177/0092055x231197894","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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