Relevant bibliographies by topics / Durklein school of sociology

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Academic literature on the topic 'Durklein school of sociology'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Durklein school of sociology"

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SATO, Junichi. "Sociology in Medical School." Japanese Sociological Review 61, no. 3 (2010): 321–37. http://dx.doi.org/10.4057/jsr.61.321.

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Zaborova, Elena, and Olga Myltasova. "Sociology of Youth: Ural School." Logos et Praxis, no. 3 (December 2019): 69–77. http://dx.doi.org/10.15688/lp.jvolsu.2019.3.8.

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The article presents a review of the activities of the scientific school of sociologists of the Urals in the direction of "sociology of youth". The authors note the historical dynamics in the development of youth sociology, its gradual embodiment in the organizational and scientific structure in the form of scientific conferences and Ural sociological readings. The Ural sociological school paid special attention to the problems of youth – the research of this group began in 1973, and ten years later the problem of sociology of youth became one of the most important links of scientific activity of the Ural sociologists. By the end of the 20th century, the problem of the study of youth has become large-scale, began to study a variety of aspects of its activity, and the Committee on Youth Affairs and the Ural Institute of Youth were established in Ekaterinburg. The concept of youth itself is not unambiguous, leading sociologists of the Urals – Yu.R. Vishnevsky, V.T. Shapko point out a number of difficulties in the interpretation of this concept associated with the problems of the integrity of the generation, its systemic quality and diversity of properties of people of this social group. In this regard, various approaches to the study of youth were developed, which allowed to identify their specific features. In this article, the authors dwell upon such aspects of the study of youth sociology as values and value orientations, their relationship to the economic and socio-cultural situation in the country. Dynamics of values of the Ural youth over the period from 1999 to 2016 is monitored. The researchers discuss the phenomenon of the working student, study how the dynamics of full-time student involvement in child labour, its motivational attitudes, communication of work produced with the major obtained in the University, and the problems caused by the combining of these two activities. The study undertaken analyzes the state of modern higher education in its interpretation by leading sociologists of the Ural scientific school. The attention is focused on the school of G.E. Zborovsky, who devoted his science activity to the problems of education, especially higher education in Russia, highlighting a number of problems that allowed to conclude about the lack of a successful system of higher education in Russia.
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Friedkin, Noah E., and Ronald King. "The Sociology of School Organization." Contemporary Sociology 14, no. 2 (May 1985): 207. http://dx.doi.org/10.2307/2070169.

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DeCesare, Michael. "The High School Sociology Teacher." Teaching Sociology 33, no. 4 (October 2005): 345–54. http://dx.doi.org/10.1177/0092055x0503300401.

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High school teachers of sociology have long been neglected by academic sociologists and the ASA. Recent developments are encouraging, however. In 2001, the ASA appointed a Task Force on the Advanced Placement Course for Sociology in High School, and Teaching Sociology has published three articles on high school sociology since that year. Still, there is a dire need for research on the characteristics and experiences of teachers themselves, and for empirically-based recommendations for assisting them. The current study uses questionnaire data to examine the personal and professional characteristics of the teachers who offered a sociology course in Connecticut public high schools during academic year 2000-01. The results indicate that teachers have little formal education in sociology, are not involved in the professional activities of the discipline, and have virtually no exposure to sociology outside of their own courses. The paper concludes with recommendations for future research and action.
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Vulliamy, Graham. "A Sociology of School Exclusions." British Journal of Sociology of Education 22, no. 1 (March 2001): 177–84. http://dx.doi.org/10.1080/01425690020030864.

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Angus, Lawrence. "The Sociology of School Effectiveness." British Journal of Sociology of Education 14, no. 3 (January 1993): 333–45. http://dx.doi.org/10.1080/0142569930140309.

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Rostás, Zoltán. "The Bucharest School of Sociology." East Central Europe 27, no. 2 (2000): 1–19. http://dx.doi.org/10.1163/187633000x00011.

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Rienerth, Janice, Paul Lindsay, Michael Wise, Trina Seitz, and Julie Dillon. "Sociology and High School Teaching." American Sociologist 29, no. 4 (December 1998): 64–77. http://dx.doi.org/10.1007/s12108-998-1012-0.

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Bessonova, Ol'ga E., and Marina A. Shabanova. "The Novosibirsk School of Economic Sociology." Sociological Research 41, no. 3 (May 2002): 6–27. http://dx.doi.org/10.2753/sor1061-015441036.

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Sobkin, V. S., and E. A. Kalashnikova. "The Sociology of the School Grade." Russian Education & Society 54, no. 7 (July 2012): 69–88. http://dx.doi.org/10.2753/res1060-9393540706.

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Dissertations / Theses on the topic "Durklein school of sociology"

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Clute, Jacob L. "Middle School, School Culture, Parental Involvement, and the Academic Index." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1432.

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This research examines two possible influences of student achievement at the middle school level: school culture and parental involvement. The study investigates Kentucky Scholastic Audits of 90 middle schools from 2001 through 2005. The purpose of the study is to identify whether school culture and parental involvement affect student performance. The results of this study suggest that demographic variables account for most of the variance in the Academic Index. Controlling for demographics, parental involvement does not affect the school Academic Index, while school culture does add significantly to the variance explained.
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Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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Seale, Elizabeth Kelley. "The Policing of Gender in Middle School." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12132005-122850/.

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Based on 43 semi-structured interviews with children in grades 6th through 8th, this study examines how heteronormativity, or normative heterosexuality, shapes and reinforces gender stratification among preadolescents. The sample consists of 29 white and 17 non-white children. The author draws from self-evaluation theory, closure theory, and theory on heteronormativity in demonstrating that heteronorms and the use of the gay stigma operate to regulate gender performances and identities. Findings suggest specifically that a) while norms of femininity have altered in response to the feminist movement, norms of masculinity have not; b) male gender nonconformists are harassed through the use of the gay stigma, putting significant pressure on boys to maintain a hegemonic masculine/heterosexual identity; c) openly gay students are not always harassed to the extent suggested by the level of homophobia revealed in interviews with middle school students; d) boys use the gay stigma against other boys in their struggle for dominance over others; and e) white girls are less homophobic than other groups. The strict regulation of self and others reproduces heterosexism and patriarchy in ways profoundly important for understanding the persistence of inequality.
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Painter, Matthew A. II. "High school employment and adult wealth accumulation." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400069572.

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Ungetheim, Brandon. "High School Teachers' Perceptions of School-Related Violence: Effects on Fear of Victimization and Perceived Risk." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/706.

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Using a sample of 204 high school teachers from nine different counties in Kentucky, this study examined the predictors of both teachers1 fear and perceived risk of victimization at school in an attempt to learn more about this adult population. The predictors that were analyzed on both fear and perceived risk of victimization are as follows: age, sex, school location (metropolitan/nonmetropolitan), victimization experience, indirect victimization experience, and perceived seriousness of school violence. Results indicate that, sex, school location, victimization experience, and perceived seriousness of school violence were all significant predictors of both teachers' fear and perceived risk of victimization. Females and those who had been previously victimized were more fearful and perceived a greater risk of victimization than did males and those teachers without previous victimizations. Results also indicated that nonmetropolitan teachers were both more fearful and perceived a greater risk of victimization than did metropolitan teachers. Neither indirect victimization experience nor age, cited by many studies as predictors of fear in adults, were found to predict either teachers' fear or perceived risk of victimization.
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Feldmann, Robert L. III. "Same-Sex Parenting's Effect on Adolescent School Connectedness." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1381489080.

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Kellison, Dennis William. "The renovation and restoration of John Handley High School Winchester, Virginia." Thesis, Shenandoah University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700945.

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The need for public school construction and the cost of funding that construction has been the source of considerable concern and debate as far back as the late nineteenth century and has carried forward through the first decade of the twenty-first century. Although it is estimated that the United States has spent almost $750 billion on school construction since 1900, studies have also pointed out that only six percent of the schools were built since 1980. Numerous studies since 1990 to the current day have placed estimates as high as $322 billion needed to meet current needs for renovation, repair, and new construction.

The need and cost for funding public school construction is also within the context of how these costs are funded in the United States. Most school construction, with some exceptions, is heavily dependent upon local government, in other words the local taxpayer as the source of funds for the needed construction. This study focused on the needs of Winchester, Virginia, a small city located in the Northern end of the Shenandoah Valley. Winchester Public Schools and the local government were faced with $50 million in local school construction needs for its only high school, a historic building of iconic stature. The prevailing thought among many was that this figure was too high, or exceeded the fiscal capacity of local government. When the estimated cost began to rise, local decision makers were faced with the dilemma of what to do. The conclusion was to take the unheard of step of conducting a capital campaign to raise funds in order to assist in the renovation and restoration John Handley High School.

The methodology used was to conduct semi-structured interviews of persons, purposefully chosen, who were involved in the decision-making or in some way were involved in the capital campaign environment. The intent was to explore attitudes and beliefs about the school and the fundraising effort. The results reveal a fascinating story about the school’s original benefactor and the forces of social capital and attachment to the school that occurred over its history. These forces ignited the effort to raise private funds to renovate and the restore the school that resulted in the donations of funds in excess of six million dollars and has yet to come to a conclusion. The study reveals not only the beliefs and attitudes of the individuals involved, but also the attachment that an entire community has for its beloved school and the community spirit it symbolically represents.

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Pigott, Christina. "School Resource Officers and the School-to-Prison Pipeline| Discovering Trends of Expulsions in Public Schools." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163309.

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The school-to-prison pipeline is a phenomenon that is occurring in public schools across the country. This study investigates if the presence of a School Resource Officers (SRO) has an effect on the rate of expulsions experienced in schools. My data is from a secondary data set from the 2009-2010 School Survey on Crime and Safety. I use the presence of an SRO or security personnel, percentage of white student enrollment, school urbanicity, and percentage of students that score below the 15th percentile on standardized tests as independent variables. My dependent variable is expulsion rates for disobedient behavior. I create one model using OLS regression to run the dependent variable against all of the independent variables. The results yielded that the presence of security personnel or an SRO has increased the rate of expulsions due to disciplinary infractions. I also found that race decreased the expulsion rate; this means that as the percentage of white students goes up, the expulsion rate goes down. These findings suggests that the disproportionate amount of African Americans in this country’s prison system could be starting in our school systems.

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Shariat, Yasamin. "High School Seniors' Plans After Graduation: The Decision to Go to the Military, College, a Trade School, or Work." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/478.

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This research analyzes the decision process of high school seniors in their postgraduation plans. Most of the participants are college bound, so students were compared and analyzed according to their preparedness for college as measured by the ACT. It seems that students go to college whether or not they are actually prepared for the experience. They seem to be more influenced by a societal push towards attending college than by anything else.
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Rule, Jennifer Y. "Year-Round School Calendars Versus Traditional School Calendars: Parents' and Teachers' Opinions." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1831.

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The purpose of this study was to determine if there was a difference of opinions of teachers and parents of students who attend year-round calendar schools from those of teachers and parents of students who attend traditional calendar schools. A random sampling was taken from teachers and parents from schools in both Blount and Sevier Counties. The surveys were given to teachers who worked in a traditional school setting, teachers who worked in the year-round school setting, parents who had children attending a traditional school, and parents who had children attending a year-round school. A 3-point scale was used on the survey to measure each question. The findings from this study conclude that teachers and parents of students who attend year-round calendar schools tend to have more favorable opinions about their school setting as opposed to teachers and parents of students who attend traditional calendar schools. Parents' and teachers' perceptions were analyzed regarding academic performance, and opinions on school calendars.
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Books on the topic "Durklein school of sociology"

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The sociology of school and education. London: Fontana Press, 1986.

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Harvey, Lee. Myths ofthe Chicago school of sociology. Aldershot: Avebury, 1987.

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The Frankfurt School. London: Routledge, 1989.

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Mills:, Richard. Bilingualism in the Primary School. London: Taylor & Francis Inc, 2002.

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Myths of the Chicago school of sociology. Aldershot: Avebury, 1987.

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McLure, Michael. The Paretian School and Italian Fiscal Sociology. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230596269.

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Adorno, Theodor W. Introduction to sociology. Stanford, Calif: Stanford University Press, 2000.

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Liazos, Alex. Sociology, a liberating perspective. London: Allyn and Bacon, 1985.

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Liazos, Alex. Sociology, a liberating perspective. 2nd ed. Boston: Allyn and Bacon, 1989.

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Sociology, a liberating perspective. 2nd ed. Boston: Allyn and Bacon, 1989.

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Book chapters on the topic "Durklein school of sociology"

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Smith, Marjorie J., and Richard M. Titmuss. "The School of Sociology." In Professional Education for Social Work in Britain, 48–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199038-4.

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Ballantine, Jeanne H., Jenny Stuber, and Judson G. Everitt. "The School as an Organization." In The Sociology of Education, 219–63. 9th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023715-6.

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Keller, Reiner. "Die Chicago School of Sociology." In Das Interpretative Paradigma, 21–81. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94080-9_2.

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Jørgensen, Anja, and Dennis Smith. "The Chicago School of Sociology." In Encountering the Everyday, 45–68. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-01976-9_2.

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Ballantine, Jeanne H., Jenny Stuber, and Judson G. Everitt. "Students: The Core of the School." In The Sociology of Education, 305–41. 9th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023715-8.

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Morgan, Stephen L., and Daniel T. Shackelford. "School and Teacher Effects." In Handbooks of Sociology and Social Research, 513–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_23.

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Myers, Kristen. "Gendered Interactions in School." In Handbook of the Sociology of Gender, 199–214. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76333-0_15.

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Nikolai, Rita, and Anne West. "School Type and Inequality." In Contemporary Debates in the Sociology of Education, 57–75. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137269881_4.

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Steverson, Leonard A., and Jennifer E. Melvin. "Following the Chicago school." In The Routledge International Handbook of Public Sociology, 226–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003055594-22.

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Austin, Megan, and Mark Berends. "School Choice and Learning Opportunities." In Handbooks of Sociology and Social Research, 221–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76694-2_10.

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Conference papers on the topic "Durklein school of sociology"

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Zhang, Zherui. "Artificial Intelligence Within Sociology at the Taft School." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.30.

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Sumpena, Warga. "Internalization of the Value of Anti-Drug Abuse Among Students in Junior High School Through School and Police Cooperation." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007111310861095.

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Triyanto, Triyanto, Suharno Suharno, and Roy Ardiansyah. "Tripusat of Education Principle in Elementary School Learning." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110310311035.

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Komariah, Aan. "Transformational Leadership for School Productivity in Vocational Education." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.51.

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Tandyonomanu, Danang. "Space and Students Classroom Behavior in Elementary School." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.58.

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Mulhayatiah, Diah, Endah Kurnia Yuningsih, Siti Eriska Awalyah, Herni Yuniarti Suhendi, and Sulasman Sulasman. "Critical Thinking Skill based on IQ and Gender in High School." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007095602100214.

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Abdulah, Dudung. "Internalization Prosocial Value by Exemplary in Building Nation Character in School." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007096302470258.

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Guzmán, Cristian. "Peer Violence In School, Differences Based On Gender." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.19.

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Finkova, Dita. "PROBLEMS OF SCHOOL MATURITY AND READINESS AND THE ROLE OF A PRE-SCHOOL TEACHER." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.091.

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PF, Kadek Aria Prima Dewi, and Ni Putu Erlina Partini. "The Implementation of Yoga Teaching in Improving Elementary School Students’ Learning Concentration." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007106007890795.

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