case study sociology quizlet

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Using Quizlet for Teaching A-level Sociology

Table of Contents

Last Updated on October 15, 2019 by Karl Thompson

Quizlet is basically an online flashcard and quiz generator – you simply set up a discrete ‘study set’, for example, ‘the Functionalist Perspective on Education’ and create a range of flashcards with brief definitions of key concepts or an overview of the key ideas of theorists, or even ‘stock evaluations’.

In the background of Quizlet… it’s so easy to use…

Quizlet saves your Flashcards and creates a number of different test formats – the three most useful of which are ‘learn’, ‘match’ and ‘test’, at least IMO for reviewing basic knowledge of A-level sociology.

It’s extremely useful for reviewing AO1 (knowledge) and ‘stock’ AO3 – evaluations – basically any kind of knowledge that you might usually review using a sentence sort or matching type activity – content such as…

basic definitions of key sociological concepts – such as this ‘ research methods, the basics ‘ quizlet
the key ideas of the sociological perspectives – Functionalism, Marxism etc – for example this ‘ Functionalist perspective on education ‘ quizlet
reinforcing categories of knowledge for some A-level sociology content -e.g. what’s an in-school factor, what’s an out-of school factor, what’s a pull factor, and what’s a push factor…. you might (you might not!) like this ‘ rinse and repeat Functionalism/ Marxism ‘ test I put together.
key facts and stats (assuming the answers are very discrete – basic stats on education, crime and the family for example.
The strengths and limitations of research method.
key names – the basics of who said what, who researched what.
basic ‘stock evaluations’ one perspective makes of another.

What Quizlet is useful for (for A-level sociology)

There are lots of concepts which students need to know, a combination of flashcards, testing and matching games are quite useful for keeping this ticking over.
It’s also useful for getting students to spell certain words correctly, some of the testing formats demand this!
It gives feedback on what students keep getting wrong.
NB – Unlike Socrative and Kahoot, Quizlet tests are always around, always ‘on’ if you like, students have access to the information at all times, the other two are only playable ‘live’.
There is an excellent ‘live’ version of Quizlet which randomly allocates students to teams – I won’t explain how this works here, but it’s quite a nice way to break up a lesson!
If you sign up for the pro-version, you can create classes and monitor students work – although I imagine professionals already have enough data to deal with!
You can also nab other people’s Quizlets… copy them and edit them so they fit you’re own particular whimsy…

What are the limitations of Quizlet?

I cannot see how you can use it to develop analytical skills. I suppose you could with the use of careful and cunning questioning, but I can’t see the point, you may as well just do this aspect of teaching face to face.
Also, the same goes for deep evaluation skills, you can’t really tap into this.
Basically, you can’t develop ‘chains of reasoning’ on Quizlet, or do anything developmental and discursive.

In conclusion – how to use Quizlet effectively for teaching A level sociology?

Recognize its limitations – good for basic knowledge reviewing, memorizing in a rinse and repeat style, useful for breaking up lessons occasionally, but you can’t develop effective analytical or deep evaluative skills with it!

NB – You also have to make sure that one side of the flash card is short, ideally just one word, rather than complex and long-winded questions. That way most of the test functions work much more effectively.

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2 thoughts on “Using Quizlet for Teaching A-level Sociology”

Thanks for the comment – I agree, it’s good for breaking up lessons, but completely limited to ‘rinse and repeat’!

The key here is the content of the last paragraphs…such devices tend to reinforce the importance of the lowest level of learning over the much more important goals related to critical thinking. Vocabulary and concepts learned during the process of analytical thinking are likely to last for years; taught via Quizlet, 95% of what is learned will last until the test is over.

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Case Studies

Case studies

A case study is a description and recording of a specific group or institution which is representative of society.
Case studies make it possible to make generalisations.
Sometimes, cases studies that are not typical of the population are used which can provide valuable insight into different social aspects of life.

Using case studies

Case studies are seen as ideal research methods in some instances as they utilise many different research methods.
For example, interviews, questionnaires and observations.

Appropriate use

It is acceptable to use mixed methods.
An in-depth research is needed.
The researcher wants to gauge the impact of relationships or processes on an outcome.
‘Real life’ situations need to be monitored.

Triangulation of data as the researcher can use mixed research methods.
Valid data since the data collected are from ‘real life’ situations.
Case studies help the development of grounded theory (making theories through gathering and analysing data).
Case studies can be tailored to the needs of the current research.

Disadvantages

It is hard to make generalisations by using only one case study.
Observer effect might occur, where the people involved change their behaviour to align with what the researcher expects from them as they are aware that they are being monitored.
Practical problems may arise such as access as the gatekeeper might not allow it.

Disadvantages cont.

Ethical issues may arise such as lack of informed consent.
Case studies may be low in reliability as they might be unique in their findings and criticised by other sociologists later.

1 The Sociological Approach

1.1 Introduction to Sociology

1.1.1 What is Sociology?

1.1.2 Culture & Socialisation

1.2 Sociological Approaches

1.2.1 Marxism

1.2.2 Marxism 2

1.2.3 Functionalism

1.2.4 Feminism

1.3 The Consensus vs. Conflict Debate

1.3.1 The Consensus vs. Conflict Debate

1.3.2 End of Topic Test - The Sociological Approach

2.1 Functions of Families

2.1.1 Functionalist Views on Family

2.1.2 Marxist Views on Family

2.1.3 Feminist Views on Family

2.2 Family Forms

2.2.1 What is a Family?

2.2.2 Nuclear Family

2.2.3 Families in a Global Context

2.2.4 The Rapoports & Family Diversity

2.2.5 Causes of Family Diversity

2.2.6 End of Topic Test - Family Forms

2.3 Conjugal Role Relationships

2.3.1 Conjugal Roles

2.4 Changing Relationships Within Families

2.4.1 Timeline

2.4.2 Domestic Abuse

2.4.3 Symmetrical Family

2.5 Criticisms of Families

2.5.1 Functionalist Views of Families

2.5.2 Marxist Views of Families

2.5.3 Feminist Views of Families

2.5.4 Declining Marriage Rate

2.5.5 End of Topic Test - Criticisms of Families

2.6 Divorce

2.6.1 Reasons For Rise in Divorce Rate

2.6.2 Consequences of Divorce

2.6.3 Functionalist Views

2.6.4 Marxist Views

2.6.5 Feminist Views

2.6.6 End of Topic Test - Divorce

3 Education

3.1 Roles & Functions of Education

3.1.1 The Functionalist Approach

3.1.2 Evaluating Different Perspectives

3.1.3 Types of School

3.1.4 Alternative Education

3.1.5 State & Private Schools

3.2 Processes Within Schools

3.2.1 Internal Processes

3.2.2 External Processes

3.3 Educational Achievement

3.3.1 Measuring Educational Success

3.3.2 Social Class & Education

3.3.3 Social Class & External Factors

3.3.4 Gender & Education

3.3.5 Ethnicity & Education

3.3.6 Parental Choice

3.3.7 History of UK Education Policy

3.3.8 Recent UK Education Policy

3.3.9 End of Topic Test - Education

4 Crime & Deviance

4.1 The Social Construction of Crime

4.1.1 Defining Crime & Deviance

4.1.2 Sociological Explanations of Crime

4.1.3 Interactionist Explanations of Crime

4.1.4 Alternative Explanations of Crime

4.2 Social Control

4.2.1 Informal Social Control

4.2.2 Formal Social Control

4.2.3 End of Topic Test - Social Construction of Crime

4.3 Criminal & Deviant Behaviour

4.3.1 Explanations of Crime

4.3.2 Social Class & Crime

4.3.3 Gender & Crime

4.3.4 Ethnicity & Crime

4.3.5 Age & Crime

4.3.6 Criminal Responsibility

4.3.7 The Prison System

4.3.8 Media Reporting of Crime

4.3.9 Functionalist Explanations of Crime

4.4 Data on Crime

4.4.1 Measuring Crime

4.4.2 End of Topic Test - Criminal & Deviant Behaviour

5 Social Stratification

5.1 Social Stratification

5.1.1 What is Social Stratification?

5.1.2 Functionalism

5.1.3 Socio-Economic Class

5.1.4 Socio-Economic Class 2

5.1.5 Life Chances

5.1.6 The Affluent Worker

5.1.7 End of Topic Test - Social Stratifictaion

5.2 Poverty as a Social Issue

5.2.1 Defining Poverty

5.2.2 Factors Affecting Poverty

5.2.3 Explanations of Poverty

5.2.4 Impact of Globalisation

5.2.5 End of Topic Test - Poverty as a Social Issue

5.3 Power & Authority

5.3.1 Weber

5.3.2 Sociological Perspectives

5.3.3 Power Relationships

5.3.4 End of Topic Test - Power & Authority

6 Sociological Research Methods

6.1 Research Methods

6.1.1 Research Design

6.1.2 The Scientific Method

6.1.3 Other Considerations

6.1.4 Primary Sources

6.1.5 Secondary Sources

6.1.6 Surveys

6.1.7 Sampling

6.1.8 Questionnaires

6.1.9 Interviews

6.1.10 Observation

6.1.11 Statistics

6.1.12 Case Studies

6.1.13 Longitudinal Studies

6.1.14 Ethnography

6.1.15 Experiments

6.1.16 Small Scale Research

6.1.17 End of Topic Test - Research Methods

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Longitudinal Studies

Case Study: Types, Advantages And Disadvantages

Case study is both method and tool for research. Case study is the intensive study of a phenomenon, but it gives subjective information rather than objective. It gives detailed knowledge about the phenomena and is not able to generalize beyond the knowledge.

Case studies aim to analyze specific issues within the boundaries of a specific environment, situation or organization. According to its design, case study research method can be divided into three categories: explanatory, descriptive and exploratory.

Explanatory case studies aim to answer ‘how’ or ‘why’ questions with little control on behalf of the researcher over occurrence of events. This type of case study focuses on phenomena within the contexts of real-life situations.

Descriptive case studies aim to analyze the sequence of interpersonal events after a certain amount of time has passed. Case studies belonging to this category usually describe culture or sub-culture, and they attempt to discover the key phenomena.

Exploratory case studies aim to find answers to the questions of ‘what’ or ‘who’. Exploratory case study data collection method is often accompanied by additional data collection method(s) such as interviews, questionnaires, experiments etc.

DEFINITION OF CASE STUDY

The case study or case history method is not a newer thing, but it is a linear descendent of very ancient methods of sociological description and generalization namely, the ‘parable’, the ‘allegory’, the ‘story’ and the ‘novel’.

According to P.V. Young . “A fairly exhaustive study of a person or group is called a life of case history.”

Thus, the case study is more intensive in nature; the field of study is comparatively limited but has more depth in it.

TYPES OF CASE STUDY

Six types of case studies are conducted which are as follows:

Community Studies: The community study is a careful description and analysis of a group of people living together in a particular geographic location in a corporative way. The community study deals with such elements of the community as location, appearance, prevailing economic activity, climate and natural sources, historical development, how the people live, the social structure, goals and life values, an evaluation of the social institutions within the community that meet the human needs etc. Such studies are case studies, with the community serving as the case under investigation.

Casual Comparative Studies: Another type of study seeks to find the answers to the problems through the analysis of casual relationships. What factors seem to be associated with certain occurrences, conditions or types of behaviour? By the methodology of descriptive research, the relative importance of these factors may be investigated.

Activity Analysis: The analysis of the activities or processes that an individual is called upon to perform is important, both in industry and in various types of social agencies. This process of analysis is appropriate in any field of work and at all levels of responsibility. In social system, the roles of superintendent, the principal, the teacher and the custodian have been carefully analyzed to discover what these individuals do and need to be able to do.

Content or Document Analysis: Content analysis, sometimes known as document analysis. Deals with the systematic examination of current records or documents as sources of data. In documentary analysis, the following may be used as sources of data: official records and reports, printed forms, text-books, reference books, letters, autobiographies diaries, pictures, films and cartoons etc . But in using documentary sources, one must bear in mind the fact that data appearing in print is not necessarily trustworthy. This content or document analysis should serve a useful purpose in research, adding important knowledge to a field to study or yielding information that is helpful in evaluating and improving social or educational practices.

A Follow-up Study: A follow-up study investigates individuals who have left an institution after having completed programme, a treatment or a course of study, to know what has been the impact of the institutions and its programme upon them. By examining their status or seeking their opinions, one may get some idea of the adequacy or inadequacy of the institutes programme. Studies of this type enable an institution to evaluate various aspects of its programme in the light of actual results.

Trend Studies: The trend or predictive study is an interesting application of the descriptive method. In essence, it is based upon a longitudinal consideration of recorded data, indicating what has been happening in the past, what does the present situation reveal and on the basis of these data, what will be likely to happen in the future.

Whatever type of case study is to conduct, it’s important to first identify the purpose, goals, and approach for conducting methodologically sound research.

ADVANTAGES OF CASE STUDY

The main points of advantages of case study are given below:

Formation of valid hypothesis: Case study helps in formulating valid hypothesis. Once the various cases are extensively studied and analyze, the researcher can deduce various generalizations, which may be developed into useful hypotheses. It is admitted by all that the study of relevant literature and case study form the only potent sources of hypothesis.

Useful in framing questionnaires and schedules: Case study is of great help in framing questionnaires, schedules or other forms. When a questionnaire is prepared after thorough case study the peculiarities of the group as well as individual units, become known also the type of response likely to be available, liking and aversions of the people. This helps in getting prompt response.

Sampling: Case study is of help in the stratification of the sample. By studying the individual units the researcher can put them in definite classes or types and thereby facilitate the perfect stratification of the sample.

Location of deviant cases: The case study makes it possible to locate deviant cases. There exists a general tendency to ignore them, but for scientific analysis, they are very important. The analysis of such cases is of valuable help in clarifying the theory itself.

Study of process: In cases where the problem under study constitutes a process and not one incident e.g. courtship process, clique formation etc., case study is the appropriate method as the case data is essential for valid study of such problems.

Enlarges experience: The range of personal experience of the researcher is enlarged by the case study on the other hand in statistical methods a narrow range of topics is selected, and the researcher’s knowledge is restricted to the particular aspect only.

Qualitative analysis in actual situation: Case study enables the establishment of the significance of the recorded data when the individual is alive and later on within the life of the classes of individuals. The researcher has the opportunity to come into contact with different classes of people and he is in a position to watch their life and hear their experiences. This provides him with an opportunity to acquire experiences of such life situations which he is never expected to lead.

This discussion highlights the advantages of the case data in social research. Social scientists developed the techniques to make it more perfect and remove the chances of bias.

LIMITATIONS/DISADVANTAGES OF CASE STUDY METHOD

Subjective bias: Research subjectivity in collecting data for supporting or refuting a particular explanation, personal view of investigation influences the findings and conclusion of the study.

Problem of objectivity: Due to excessive association with the social unit under investigation the researcher may develop self-justificatory data which are far from being factual.

Difficulty in comparison: Because of wide variations among human beings in terms of their response and behaviour, attitudes and values, social setting and circumstances, etc., the researcher actually finds it difficult to trace out two social units which are identical in all respects. This hinders proper comparison of cases.

A time, energy and money consuming method: The preparation of a case history involves a lot of time and expenditure of human energy, therefore, there is every possibility that most of the cases may get stray. Due to such difficulties, only a few researchers can afford to case study method.

Time span: Long time span may be another factor that is likely to distort the information provided by the social unit to the researcher.

Unreliable source material: The two major sources of case study are: Personal documents and life history. But in both these cases, the records or the own experience of the social units may not present a true picture. On the contrary, the social unit may try to suppress his unpleasant facts or add colour to them. As a result, the conclusions drawn do not give a true picture and dependable findings.

Scope for wrong conclusions: The case study is laden with inaccurate observation, wrong inferences, faulty reporting, memory failure, repression or omission of unpleasant facts in an unconscious manner, dramatization of facts, more imaginary description, and difficulty in choosing a case typical of the group. All these problems provide the researcher with every possibility of drawing wrong conclusions and errors.

Case studies are complex because they generally involve multiple sources of data, may include multiple cases within a study and produce large amounts of data for analysis. Researchers from many disciplines use the case study method to build upon theory, to produce new theory, to dispute or challenge theory, to explain a situation, to provide a basis to apply solutions to situations, to explore, or to describe an object or phenomenon. The advantages of the case study method are its applicability to real-life, contemporary, human situations and its public accessibility through written reports. Case study results relate directly to the common readers everyday experience and facilitate an understanding of complex real-life situations.

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Research Methodology Methods and Techniques~C. R. Kothari (p.113) - Link

Fundamental of Research Methodology and Statistics~Yogesh Kumar Singh (Chapter–10: Case Study Method p. 147) - Link

Social Research Methods: Qualitative and Quantitative Approaches~W. Lawrence Neuman (p.42) - Link

The Basics of Social Research~Earl Babbie (p.280) - Link

Social Science Research Principles, Methods, and Practices~Anol Bhattacherjee (93) - Link

PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for Evaluation Input - Link

A Case in Case Study Methodology - Link

Case Study Method - Link1 & Link 2

Unit-4 Case Study - Link

Case study as a research method - Link

Case_Study~Tanya Sammut-Bonnici and John McGee - Link