University of Manchester April 2014 wwwccsracuk wwwsocialsciencesmanchesteracukessted Enriching Social Science with Quantitative and Survey Data Overview 1 INTRODUCTION 2 SCAFFOLDING ID: 275188
Download Presentation The PPT/PDF document "1 Wendy Olsen and two teams at the" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
1
Wendy Olsen and two teams at the
University of ManchesterApril 2014www.ccsr.ac.ukwww.socialsciences.manchester.ac.uk/essted
Enriching Social Science with Quantitative and Survey DataSlide2
Overview1.
INTRODUCTION2. SCAFFOLDING vs BRIDGE BUILDING: Methods of scaffolding in
general3. Using ‘embedded quantitative methods’ in sociology4. EXAMPLES from SociologySlide3
Abstract: To meet the need for more use of social data in Sociology and Politics classrooms, we encourage a pedagogy that uses
active learning and the building of bridges among a variety of relevant skills. This talk provides a review of what we know so far from our curriculum initiative in this area. Firstly we review the term ‘scaffolding’ which refers to helping students upward in their learning curve (
Anghileri, 2006). To uphold scaffolding we need numerous explicit 'learning outcomes' and we need to enable students to practice both orally and in writing. Secondly we argue that bridge-building is also needed - i.e. to embed quantitative data in classrooms ideally combining the theory-critique and analysis skills of a social-science degree with the empirical skills associated with using data. Thirdly we conclude by giving examples of sociology class exercises that have worked well in our project. These relate to the sociology of family life and to attitudes about sexuality. Overall the students' active learning was prompted by the exciting use of spreadsheets and graphs, the introduction of classroom exercises and even 'flipped' classrooms or lectorials, and staff working in teams with diverse specialist knowledge.
Wendy Olsen 2014Slide4
1. Introduction to ESSTED
PIPS Component:Patterns in Politics & Society
Working on Expanding the Enrichment of Social Science Classrooms with Quantitative Data & Quantitative MethodsA Researcher Development Initiative of ESRCCURRICULUM INNOVATION COMPONENT:Ten course unitsEmbedding and enrichment, not substitutionTeamwork
4Slide5
People
Wendy Olsen (Principal Investigator / senior lecturer)Mark Brown
(Principal Investigator / senior teaching fellow)Jacqui Carter MIMAS and ESDSJo Wathan UK Data Service and CensusJen Buckley (Cathie Marsh Centre for Census & Survey Research)Tarani Chandola, Kingsley Purdam, Brian Heaphy, Andrew Russell
5Slide6
Twelve Course Units
6
NEW COURSES/METHODS
Figuring out Society: Data and the News (Ian Plewis and Tarani Chandola)
The Survey Method in Social Research (Mark Brown)
Engaging Social Research (BA in Social Sciences)
PARTNER COURSES: EMBEDDING QUANTS MODULES
SOCY10471 Sociology of Personal Life (
Sue Heath
)
Year 2 teaching on sexualities Paul Simpson, year 3 Brian
Heaphy
SOCY20241 Sociology of Spiritual Life (
Tej
Purewal
)
SOCY30461 Power and Protest (
Gemma Edwards)SOCY20962 Racism & Ethnicity in the UK (James Rhodes)POLI20801 The Politics of Policy Making (Francesca Gains)(POLI10200) Introduction to Comparative Politics (Nick Turnbull)Slide7
2. Scaffolding and procepts
Methods of scaffolding in using ‘embedded quantitative methods’ in sociology/politics.Scaffolding means building up knowledge through
practice in using the words and practices of building blocks.7Slide8
Briefing Paper Number 1
See our web site by searching for ESSTEDIt holds briefing paper 1 on scaffolding, briefing paper 2 on data for dissertations, and video hotlinks.
8Slide9
Scaffolding depends on procepts idea.
A procept is a process+concept
combination, which, with practice,can be used in a habitually rapid way. Thus how the person uses the process+concept changes over time –… they get faster.Teach them to use procepts, ie simple building-blocks of knowledge. …they get better at doing it.
9Slide10
Examples of procepts
Applying a theory to a vignette.Questioning the underlying units that are assumed in a theory – the marriage, the couple, the person…
Interpreting a table in terms of %sConsidering an association between X and YRecognising that a Concept may be an ‘X’ (e.g. ‘violent behaviour toward wife’) or a Y (e.g. ‘divorce Yes/No’).10Slide11
3. Meaning of Embedding vs Enriching the Curriculum
11
Embedding means putting the quantitative data and methods into the substantive Year 1-2-3 course units, such as Ethnicity, Family Life, Sexualities, Sociology of Religion etc.This builds on scaffolding ideas. We n eed to have an open ming.
Enriching means having more social science content in the so-called “Quantitative Methods” course units.These should cover “Research Methods” generally.
They should use more than ‘beans’, ‘white/black’ crude examples.Slide12
Methods of Embedding/Using
12
Building bridges between methods EXAMPLES: Use cluster analysis from an advanced journal article, and link that back to the IDEAL TYPE idea in Weber and to TYPOLOGY in the case-study methods.Use regression in Year 2/3 reading lists, again citing the Peer Reviewed Journal Articles – be very selective.Help students to grasp these articles, suggesting pages which they should print and take notes on.
Students practice, practice... ...tacit learningMake sure the curriculum has a range of skills—
graphs, tables, %’s, regression, correlation
generalisation, inference, abduction from mixed dataSlide13
4. Glimpses
of Examples Excel is a means to provide information to students in Year 1. Simplify the evidence!
Use a 5-pg or 1-page handout of tables.13
satisfaction with life overall * Lives alone or not Crosstabulation
Lives alone or not
others in hhd
lives alone
Total
satisfaction with life overall
missing
Count
695
223
918
% within Lives alone or not
2.00%
3.70%
2.30%
completely dissatisfied
Count
714
243
957
% within Lives alone or not
2.10%
4.00%
2.40%
mostly dissatisfied
Count
1322
295
1617
% within Lives alone or not
3.90%
4.90%4.00%somewhat dissatisfied Count22524872739% within Lives alone or not 6.60%8.10%6.80%neither satisfied or dissatisfied Count31366013737% within Lives alone or not 9.20%10.00%9.30%somewhat satisfied Count584510036848% within Lives alone or not 17.20%16.60%17.10%mostly satisfied Count15323228717610% within Lives alone or not 45.10%37.90%44.00%completely satisfied Count46738895562% within Lives alone or not 13.80%14.70%13.90%TotalCount33960602839988% within Lives alone or not 100.00%100.00%100.00%Coverage: United Kingdom. Weighted as a nationallyrepresentative sample.Source: Understanding Society data, 2010.For more information, see Persistent Identifier:http://dx.doi.org/10.5255/UKDA-SN-6614-3or URL http://www.esds.ac.uk/findingData/snDescription.asp?sn=6614 The citation for these data is:University of Essex. Institute for Social and Economic Research and National Centre for Social Research, Understanding Society: Wave 1, 2009-2010, Data Archive [distributor], February 2012. SN: 6614 , http://dx.doi.org/10.5255/UKDA-SN-6614-3
Too messy! Needs collapsing and simplifying!
Excellent Labelling (URL! Dates! Data source!
Data from Understanding Society on Solo Living and Life Satisfaction 2010Slide14
Critical Reader of Data
Student Moves Upward on the Scaffolding Toward the Top
Critical Reader of Data
Maker of Tables, Graphs
User of
Microdata
14Slide15
Critical Reader of Data
Student Moves Around on Scaffolding
Critical Reader of Data
Maker of Tables, Graphs
User of
Microdata
Rethinks, questions the usual interpretation
15Slide16
Our Online Materials Show QM in This Context
16
www.socialsciences.manchester.ac.uk/esstedSlide17
Youtube
and
Vimeo Carry Our Videos – hot links via Google17Slide18
Upcoming Workshops
18
Career Development Through Curriculum Leadership (
2014/5)
More workshops in 2014, 2015Slide19
Conclusions
Thank you for listening
19