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.
The Place of Quantification in the Professional Training of Sociologists: Some Career Reflections
The Place of Quantification in the Professional Training of Sociologists: Some Career Reflections
The brief for this chapter was to offer some personal reflections on the place of quantitative methods in a British sociological education over a period of close to half a century. During the period 1960–2010 much has changed, not least the establishment and expansion of sociology as a serious academic and professional practice by 2010 which scarcely existed half a century before. In 1960, Halsey observed that there were about as many professional sociologists teaching in all UK universities as there were academic historians at the University of Oxford – one hundred in each case. The expansion which began ...
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