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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 Canadian sociology texts. Most chapters on work discussed economic systems, economic sectors (e.g., secondary and service), and major transitions in the world of work over the past two generations. However, topics such as service sector work were given a disproportionate share of attention, while others (e.g., work-life conflict, workplace physical injury) were given short shrift. Textbook portrayals of content such as manufacturing work were frequently characterized by a lack of nuance. These findings highlight a gap between current research in the sociology of work and the “sociology of work” in many Canadian introductory sociology textbooks. [ABSTRACT FROM PUBLISHER]

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 Canadian sociology texts. Most chapters on work discussed economic systems, economic sectors (e.g., secondary and service), and major transitions in the world of work over the past two generations. However, topics such as service sector work were given a disproportionate share of attention, while others (e.g., work-life conflict, workplace physical injury) were given short shrift. Textbook portrayals of content such as manufacturing work were frequently characterized by a lack of nuance. These findings highlight a gap between current research in the sociology of work and the "sociology of work" in many Canadian introductory sociology textbooks.

This article focuses on the article "Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings." by E.A. Lumsden, J.H. Grosslight, E.H. Lovel and J.E. Williams. The article reports on a study of graduate departments of psychology in Canada and the U.S. regarding the preparation of graduate students to teach, supervise applied psychology, and to supervise research. The preparation of teachers is a widely accepted responsibility of graduate departments. Hence, no training is typically provided for students. The most frequently reported methods of preparation are the apprenticeship and the apprenticeship/seminar approaches. The article provides insight into the state of psychology and give excellent references. It also leads to question how thoroughly teachers prepare their own students in important areas. Preparation of students as supervisors in applied settings is much less frequent. Only 41 percent of the departments provide any training for supervision at the doctoral level, although most thought it important to do so.