Bibliographic record
Abstract
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
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.006 |
| Science and technology studies | 0.005 | 0.008 |
| Scholarly communication | 0.012 | 0.012 |
| Open science | 0.003 | 0.005 |
| Research integrity | 0.013 | 0.005 |
| Insufficient payload (model declined to judge) | 0.031 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".