Summary
Contents
Subject index
This exciting collection is both useful and timely. It clearly lays out the problems, strategies and resources associated with the teaching of quantitative methods in modern universities.
Addressing the perceived ‘crisis of number’ in a practical and fresh way the book sets out dynamic new approaches to teaching quantitative methods. It offers historical, comparative, analytical reflection and empirical evidence concerning the crisis in contemporary social sciences.
Experts from across the social sciences provide a wide range of authoritative insights as well as a number of useful illustrations of strategies and resources designed to help overcome this ‘crisis of number’. Each chapter reflects the diversity of backgrounds and approaches within the social sciences making this an interdisciplinary, relevant addition to the subject.
The book also:
- focuses on innovations in how to teach quantitative research methods
- reports on the latest ESRC research projects on teaching quantitative methods
- locates itself within current debates about skills for employment.
Clear, engaging and original this book will be essential reading for those interested in learning and teaching quantitative methods.
Mapping the Academic Landscape of Quantitative Methods
Mapping the Academic Landscape of Quantitative Methods
Despite great diversity among the social sciences, there are several common features to the learning experiences of their undergraduates when it comes to social research methods. Almost all of the UK's degree programmes in the social sciences contain one or two ‘modules’ of general research training in which basic approaches and techniques are introduced. In some disciplines such as economics, or in certain universities, this is supplemented by a further module intended to remedy any shortfalls in mathematical knowledge arising from inadequate secondary education, or by a final year option/elective module in quantitative or research methods.
However, the social sciences are also united in an ambiguity towards the formal requirement of quantitative ...
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