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Frontiers in Sociology of Education
Scholarly analysis in the sociology of education has burgeoned in recent decades. Frontiers in Sociology of Education aims to provide a roadmap for sociologists and other social scientists as they set bold new directions for future research on schools. In Part 1 of this forward-looking volume, the authors present cutting-edge research to set new guidelines for the sociological analysis of schools. In Part 2, notable social scientists, historians, administrators and educators provide a wide-ranging array of perspectives on contemporary education to insure that scholars make creative and broadly informed contributions to the sociological analysis of schools. The contributors to this volume examine events currently influencing education including: globalization, expansion of educational access, the changing significance of religion, new family structures, and curriculum reform. Frontiers in Sociology of Education offers an innovative collection of research and ideas aimed at inspiring new analyses of schools better linked to changing societal conditions.
Keeping Track
Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews...
Handbook of the Sociology of Education
This wide-ranging handbook provides a comprehensive overview of the field of education as viewed from a sociological perspective. Experts in the area present theoretical and empirical research on major educational issues and analyze the social processes that govern schooling, and the role of schools in and their impact on contemporary society. A major reference work for social scientists who want an overview of the field, graduate students, and educators.
School Sector and Student Outcomes
This empirical study compares different school sectors--public, private religious, and private nonreligious--on issues such as school organization, governance, curriculum, and pedagogy in U.S. elementary and secondary schools.
School Sector and Student Outcomes
By presenting a set of empirical studies, this volume provides a basis for comparisons across sectors on such dimensions as school organisation, governance, curriculum, and pedagogy in US elementary and secondary schools. It is of interest to administrators and scholars in education and the sociology of education.
The Social Organization of Schooling
Schools are complex social settings where students, teachers, administrators, and parents interact to shape a child's educational experience. Any effort to improve educational outcomes for America's children requires a dynamic understanding of the environments in which children learn. In The Social Organization of Schooling, editors Larry Hedges and Barbara Schneider assemble researchers from the fields of education, organizational theory, and sociology to provide a new framework for understanding and analyzing America's schools and the many challenges they face. The Social Organization of Schooling closely examines the varied components that make up a school's social environment. Contributo...
Schools and Society: A Sociological Approach to Education
Undergraduate students of the sociology of education, education and society and education studies.
The Sociology of Education
Putting Sociology to Work; Chapter 4 Gender, Race, and Class: Attempts to Achieve Equality of Educational Opportunity; Gender and Equality of Educational Opportunity; Class, Race, and Attempts to Rectify Inequalities in Educational Opportunity; Integration Attempts; Educational Experience of Selected Minorities in the United States; Improving Schools for Minority Students; Summary; Putting Sociology to Work; Chapter 5 The School as an Organization; The Social System of the School; Goals of the School System; The School as an Organization.
Opportunities for Learning
Opportunities for Learning brings together the works of one of the most highly regarded past Presidents of the American Sociological Association, focusing on uncovering and addressing educational inequities in elementary and secondary schools. Few sociologists of education can rival the depth and breadth of Maureen T. Hallinan's contributions to the field. This book compiles her writings, some of which have never been published before, to bring the full insight of both her sociological imagination and her theoretical and empirical research. Through articles, book chapters, and invited lectures, Hallinan explores the interplay among theory, research, and policy. Other pieces focus on the impo...
Theory on Gender
How do various social theories explain gender inequality? Are these theories infused with masculinist biases that need to be redressed with insights from feminist theory? To address these questions, this collection of original essays features prominent sociologists discussing the strengths and the limitations of the theoretical traditions within which they have worked. Among the theoretical perspectives included are those of Marxism, world system theory, macrostructural theories, rational choice theory, neofunctionalism, psychoanalysis, ethno-methodology, expectation states theory, poststructuralist symbolic interactionism, and network theory. Each of the chapter-length essays of the first two sections provides an overview of the theory, explains its implications for gender inequality, reviews empirical research, and comments upon sexist biases or other limitations of the perspective. The final section contains chapters on feminist debates over methodology, critical commentaries on the preceding papers by four feminist scholars, and replies by the original authors.
