This paper examines the textual coverage of the topic of work in Canadian English--language introductory sociology textbooks. Our findings are based on a content analysis of 21 Canadian texts published between 2008 and 2012. We found that only 12 of 21 textbooks included a chapter on work, suggesting that work occupies a peripheral position in…

Examines the relationship between general pedagogical styles, perceptions of classroom situations, and utilization of various teaching techniques. Various teaching styles are defined, discussed, and evaluated. Concludes that the development of alternative mixes of teaching styles should enchance teaching effectiveness. (Author/DB)

Reports on the time, ease, and cost of obtaining permission to use photocopied journal articles for library reserve use. Findings from correspondence with 20 journals indicated that photocopying permission is usually easy to obtain and free. Results are discussed in reference to teaching, the professional implications of the accessibility of…

Describes and compares four sociological tasks and their varying degrees of academic legitimacy. Discusses problems encountered by applied sociology training and recommends solutions emphasizing the integration of applied course work into existing curricula. (CK)

Evaluates the claim that conflict theory has risen to prominence since 1960 by analyzing theorist citations in 80 textbooks published between 1928-1976. Findings show increasing coverage, but that sociology is increasingly a multiparadigm discipline. (Author/CK)

Briefly reviews six textbooks for teaching about complex organizations: ORGANIZATIONS: STRUCTURES, PROCESSES, AND OUTCOMES (Hall, 1987); ORGANIZATIONS: RATIONAL, NATURAL, AND OPEN SYSTEMS (Scott, 1987); ORGANIZATIONS IN SOCIETY (Etzioni, 1985); ORGANIZATIONAL BEHAVIOR (Hellriegel et al, 1986); ORGANIZATIONAL BEHAVIOR: EXPERIENCES AND CASES (Hai,…

Reviews various forms of computer assistance in college level sociology courses, based on a 1979 survey of sociology instructors (all chairpersons of departments offering degrees in sociology). Findings indicated that the diversity and overall volume of instructional computing continue to rise within the discipline of sociology. (Author/DB)

Describes a series of techniques used by instructors in sociology courses on the college level to help students learn about and become actively involved in using classical and contemporary sociological theory. Three concepts form the basis of the approach--activity, rationality, and personal knowledge. (DB)

Reviews resources made available from 1975-79 in various areas of teaching sociology (courses, instructional approaches, and curricula). Also provides a brief historical context for that work, a directory of resources on teaching sociology, and suggestions to people using or developing such resources. (Author/DB)

Recommends fables of James Thurber as useful means for teaching concepts, themes, and theories in introductory sociology courses on the college level. (Author/DB)

Recommends how chalkboard displays of well-designed diagrams can be used in sociology courses on the college level to complement verbal lectures. Specific advantages of diagrams are that they appeal through visual imagery to the right hemisphere of the brain and encourage a nonverbal dimension to the teacher's presentation. (Author/DB)

Reports on the application of experiential learning to a college level sociology course on the social consequences of disability. The course involves traditional methods such as reading/lecture/examination and more innovative approaches such as experiential learning and directing students to manage their own learning processes. (Author/DB)

Presents ideas for stimulating students' interest in college level sociology courses by involving students in individual v group decision making, nonverbal communication, romantic love, and ethnic stereotypes. Tips for organizing classroom demonstrations around these topics are presented. (Author/DB)

Presents a state of the art of sociology teaching and questions the extent to which there exists a mandate to reorient sociology for job preparation. Concludes that such a mandate exists among a portion of undergraduate majors and that job preparations should be stressed along with the liberal arts dimension of sociology. (Author/DB)

Literature that deals with both sociological analyses of mass media and teaching techniques that utilize mass media products is discussed. Methods of using the mass media in college-level sociology courses are outlined, and examples of each are provided. (RM)