What Are Students Reading? An Exploratory Study of Bookstore Acquisitions for Introductory Family Science Courses
Bibliographic record
Abstract
This exploratory analysis examined publicly available assigned course readings from undergraduate degree programs in Family Science within universities across the United States and Canada. It illustrates the constellation of resources used during one semester. Issues related to publication processes, relevance, discipline-specificity, accessibility, and representation are explored. Results demonstrate that five of the eight most frequently textbooks focus on individual development and societal context, one focuses largely on human development and family studies, and one on family and consumer sciences as distinct fields of inquiry and employment. Findings indicate consideration needs to be given to the ways in which reading selection impacts relevant knowledge being disseminated to students in the field of Family Science, particularly given the heavy reliance on commercially published textbooks. Results point to the need for discipline-specific resources, which could be achieved by scholars with interdisciplinary backgrounds and training in family scholarship. Recommendations for enhancing the existing state of Family Science resources through emphasis on accessibility, usability, and inclusion are provided, with implications and suggestions for future research.
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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 | 0.004 | 0.027 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".