Sociology in the Secondary-School Curriculum : Problems and Prospects
Notice bibliographique
Résumé
SOCIOLOGY in the secondary-school curriculum has become, if Onot popular and entrenched, at least accepted and established. A 1963 survey by Educational Testing Service indicates that a course which may be classified as being primarily sociological is offered in about a quarter of all public high schools in the country and that approximately half of all such schools include some major topics in their curriculum which are clearly sociological.1 Despite the misgivings of some sociologists, who would reserve sociology for the more mature consideration of college and university students, the American Sociological Association has taken official recognition of secondary-school sociology, first, by organizing its Committee on the Social Studies Curriculum in American Secondary Schools and, second, by sponsoring the Sociological Resources for Secondary Schools project.2 While materials are not yet generally available from the project, it is anticipated that both the materials for a secondary-school course in sociology and materials for supplementary use in other social-studies courses will be available in the near future. This may be an especially good time to consider the place of sociology in the secondary-school curriculum. Quite frankly, while there are doubtless some very good high school sociology courses, it is generally conceded that such courses tend to be ill-conceived and poorly taught. This is largely owing to the fact that there are not standards. To begin with, the course is an elective offered, however widely, on a somewhat haphazard basis to a small percentage of students, many of whom are below average in school achievement. No prestige is gained either from taking or from teaching such a course. Second, relatively few secondary-school teachers have had any substantial work in sociology. Not many are sociology majors and fewer still have had high quality graduate work. Finally, there has been a shortage of really good teaching materials. Given these handicaps, it is not surprising that the high school sociology course has too often emerged as a hodge-podge, a
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,057 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,011 | 0,005 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,006 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».