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Journal articles on the topic 'Educational sociology Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Leivas, Marcela. "La Desigualdad Educativa en Revistas de Sociología de la Educación Españolas, 2008-2018." Anduli, no. 19 (2020): 175–98. http://dx.doi.org/10.12795/anduli.2020.i19.08.

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2

Ramírez Díaz, José Antonio. "Configuraciones disciplinares para la producc ión científica en la educación de México. Una revisión desde la sociología de la educación y la formación del Sistema Educativo." Nóesis. Revista de Ciencias Sociales y Humanidades 30, no. 58 (2020): 1–31. http://dx.doi.org/10.20983/noesis.2020.2.1.

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El presente texto es producto de una pesquisa sobre la conformación disciplinar de la investigación educativa en México en su relación con la institucionalización del sistema nacional de investigación a través del Consejo Nacional de Ciencia y Tecnología (CONACYT). Ha sido escrito para identificar la articulación de los núcleos teóricos y metodológicos procedentes de la sociología con los acontecimientos históricos más relevantes en la creación del Sistema Educativo de México, los cuales han estimulado la formación del campo científico de la educación en el país. A lo largo del trabajo se esta

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3

NAGOSHI, Kiyoka. "Educational Practices and Sociology of Education." Journal of Educational Sociology 64 (1999): 5–20. http://dx.doi.org/10.11151/eds1951.64.5.

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4

Antikainen, Ari. "Four Decades of Finnish Educational Sociology." Scandinavian Journal of Educational Research 41, no. 3-4 (1997): 397–411. http://dx.doi.org/10.1080/0031383970410314.

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5

Serpa, Sandro. "A Reflection on Sociology of Education." International Journal of Social Science Studies 6, no. 3 (2018): 33. http://dx.doi.org/10.11114/ijsss.v6i3.3013.

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Following an evident scientific strength of Sociology of Education, especially in the macro-analysis of school phenomena and, in a second moment, in the analysis of school as an organisation, is it possible that, currently, there is a reduction in the centrality of the importance ascribed, at various levels, to this scientific area? This preliminary reflection, which is based on a perspective from Portugal, aims to put forward an insight about Sociology of Education, with all the risks that this kind of analysis entails. Conclusions point to the following relevant dimensions of Sociology of Ed

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6

Yamamoto, Oswaldo H., and Antonio Cabral Neto. "Sociology of Education and Marxism in Brazil." Sociological Research Online 4, no. 1 (1999): 17–28. http://dx.doi.org/10.5153/sro.209.

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It is argued in this paper that the effect of the Marxist thought on Brazilian education was a process heavily determined by a peculiar set of historic circumstances. The main context was the struggle against the military dictatorship and in favour of the democratisation of society, conditioning both educational literature and educators’ organisation. The educational literature has a wide thematic range and is characterised by heterogeneity concerning the actual contributions to the explanation of Brazilian educational reality and the patterns of incorporation of Marxist sources. After this go

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7

Young, Michael, and Johan Muller. "Truth and truthfulness in the sociology of educational knowledge." Theory and Research in Education 5, no. 2 (2007): 173–201. http://dx.doi.org/10.1177/1477878507077732.

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The aim of this article is to reflect on and explore questions of truth and objectivity in the sociology of educational knowledge. It begins by reviewing the problems raised by the social constructivist approaches to knowledge associated with the `new sociology of education' of the I970s. It suggests that they have significant parallels with the pragmatist ideas of James and Dewey that Durkheim analysed so perceptively in his lectures on pragmatism. The article then considers Basil Bernstein$quoteright$s development of Durkheim$quoteright$s ideas.We argue that despite his highly original conce

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8

Slater, Robert O. "The Sociology of Leadership and Educational Administration." Educational Administration Quarterly 31, no. 3 (1995): 449–72. http://dx.doi.org/10.1177/0013161x95031003007.

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9

You, Yeong Mahn. "Exploration of research fields in 『Sociology of educational technology』and inrterdisciplinarity between educational technology and sociology of education." Journal of Educational Technology 19, no. 4 (2003): 3–30. http://dx.doi.org/10.17232/kset.19.4.3.

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10

Beschasnaya, Albina A., and Andrei A. Beschasnyi. "Performative education: is sociology required outside the humanities?" Siberian Socium 3, no. 3 (2019): 20–39. http://dx.doi.org/10.21684/2587-8484-2019-3-3-20-39.

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This article analyzes the importance of sociological education in the professional training of specialists outside the humanities from the point of view of “performative education”. The “performativity” of education is understood as the production of knowledge and educational activity and it becomes meaningful only in the situation of their demand and efficiency (J.-F.&nbsp;Liotard). The сurrent trends in the formation of the curricula of higher educational institutions by academic disciplines of a “performative” nature have been expressed in reducing the hours of general humanities, among

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11

Matthews, Julie. "The educational imagination and the sociology of education in Australia." Australian Educational Researcher 40, no. 2 (2012): 155–71. http://dx.doi.org/10.1007/s13384-012-0083-7.

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12

Renjie, Zhang, and Wang Hui. "Thoughts on Indigenous Research of Educational Sociology." Chinese Education & Society 34, no. 6 (2001): 60–67. http://dx.doi.org/10.2753/ced1061-1932340660.

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13

Qinghua, Ming. "Rethinking Value Orientations in Educational Sociology Research." Chinese Education & Society 35, no. 2 (2002): 86–96. http://dx.doi.org/10.2753/ced1061-1932350286.

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14

CIUCHI, Oana Mariana. "Educational Relationships and Interactions." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 01–10. http://dx.doi.org/10.18662/upasw/25/31.

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Given that the topic proposed by this paper is widely debated by both the sociology of education and the management of the classroom, as disciplinary branches of education, this is a synthetic approach from both disciplinary perspectives of the types of relationships and interactions which are outlined in the educational institutions and in the educational environment. Considering the context of the multiple challenges and socio-political changes to which the Romanian education system has had to adapt, in the recent decades, it is found that the interpersonal relationships and interactions est

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15

Rubén Cucuzza, Héctor. "Del sujeto y la repetición en la educación al reconocimiento ético como acto educativo." Araucaria, no. 38 (2017): 265–84. http://dx.doi.org/10.12795/araucaria.2017.i38.12.

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16

Aizawa, Shinichi. "National vigor and international silence: The background and development of Japanese sociology of education." International Sociology 36, no. 2 (2021): 206–18. http://dx.doi.org/10.1177/02685809211005352.

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This article addresses topics related to Japanese sociology of education over the past three decades. The main academic interests of Japanese sociology of education have been educational choice and socialization in secondary education, topics also discussed in Durkheim’s masterwork, L’Évolution pédagogique en France. The interests of Japanese researchers in the sociology of education were aroused because of drastic changes in the youth labor market in the mid-1990s and national curriculum reforms influenced by international educational evaluation, such as the Programme for International Studen

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17

Quennerstedt, Ann, and Mikael Quennerstedt. "Researching children’s rights in education: sociology of childhood encountering educational theory." British Journal of Sociology of Education 35, no. 1 (2013): 115–32. http://dx.doi.org/10.1080/01425692.2013.783962.

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18

Epps, Edgar G. "Race, class, and educational opportunity: Trends in the sociology of education." Sociological Forum 10, no. 4 (1995): 593–608. http://dx.doi.org/10.1007/bf02095770.

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19

Renjie, Zhang. "Twenty Years of Educational Sociology in Mainland China." Chinese Education & Society 34, no. 6 (2001): 26–41. http://dx.doi.org/10.2753/ced1061-1932340626.

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20

Hemin, Ma. "Research Paradigms and Model Structuring of Educational Sociology." Chinese Education & Society 35, no. 2 (2002): 5–20. http://dx.doi.org/10.2753/ced1061-193235025.

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21

Lavrentyeva, Z. I. "Educational Resources for Inclusive Education." Russian Education & Society 61, no. 5-6 (2019): 239–44. http://dx.doi.org/10.1080/10609393.2019.1945846.

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22

Krämer, Franz. "Educational AI." Digital Culture & Society 4, no. 1 (2018): 67–86. http://dx.doi.org/10.14361/dcs-2018-0106.

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Abstract Regarding possible implications for teaching and learning, the article explores the production and productive effects of educational AI from sociology of knowledge/ of technology perspectives from three sides: Firstly, the role of knowledge (re-)construction in the creation of educational AI is investigated. In this context, contrasting engineeringoriented approaches, educational AI systems are conceptualised as agentic entities infused with tacit and explicit knowledge about sociality and education, and as potentially reshaping both educational practices and scientific concepts. Look

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23

Bershadskaya, Margarita D., Alexandra V. Serova, Alexander Yu Chepurenko, and Elena A. Zima. "Competence-based Approach to Learning Outcomes Assessment: Russian Experience in Sociological Education." Higher Education in Russia 28, no. 2 (2019): 38–50. http://dx.doi.org/10.31992/0869-3617-2019-28-2-38-50.

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The paper considers the methodological approaches to the description of the competency outcomes of education when implementing the federal standards of higher education on the example of the Sociology as an area of study. The authors have offered a methodic for assessment of the competences formation which is based on the so called indicators of achievement of each of the related competences and on the distribution of these indicators among all elements (modules) of the educational program of BA or MA in Sociology. In the paper, a list of indicators of universal (to be achieved in each higher

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24

Subakir, Ahmad. "CONCEPT OF EDUCATIONAL INTERACTION IN EDUCATION: IN SOCIOLOGICAL PERSPECTIVE." Didaktika Religia 5, no. 2 (2017): 381–400. http://dx.doi.org/10.30762/didaktika.v5i2.629.

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This article describes the concept of educational interaction in education in a sociological perspective. Sociology has a point of view, certain methods and arrangements. It can be clearly stated that the object of sociology is the study of people in groups, by looking at the nature of society, culture and individuals scientifically. The sociology of education in particular can be interpreted as sociology applied to solve fundamental educational problems that focus on the investigation of the interdependent areas between sociology and the science of education. Educational interaction can be in

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25

Subakir, Ahmad. "CONCEPT OF EDUCATIONAL INTERACTION IN EDUCATION: IN SOCIOLOGICAL PERSPECTIVE." Didaktika Religia 5, no. 2 (2017): 381–400. http://dx.doi.org/10.30762/didaktika.v5i2.867.

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Abstract  This article describes the concept of educational interaction in education in a sociological perspective. Sociology has a point of view, certain methods and arrangements. It can be clearly stated that the object of sociology is the study of people in groups, by looking at the nature of society, culture and individuals scientifically. The sociology of education in particular can be interpreted as sociology applied to solve fundamental educational problems that focus on the investigation of the interdependent areas between sociology and the science of education. Educational inter

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26

Poviliūnas, Arūnas. "Sociologinės įžvalgos sociologijos didaktikai." Sociologija. Mintis ir veiksmas 33, no. 2 (2013): 190–204. http://dx.doi.org/10.15388/socmintvei.2013.2.3804.

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Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirma

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27

Vlasov, Timofey S., and Evgeniya E. Nemeryuk. "The Mobility Turn as an Educational Challenge in Modern Society." Izvestia of Saratov University. New Series. Series: Sociology. Politology 20, no. 4 (2020): 443–47. http://dx.doi.org/10.18500/1818-9601-2020-20-4-443-447.

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The article discusses the main idea of the study, that is discovering a number of problems generated by social dynamics and mobility. By using the methodological potential of sociology, the essence and logic of the mobility turn as a metaphor for the development of modern society is demonstrated. The radical changes in sociocultural dynamics that are also achieved by modern social sciences (sociology of mobility and other postmodern concepts) are shown. By using the methodological approaches of the sociology of education, the «order of the day» mobility problems in higher education are formula

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28

Skobelina, Natalia Anatolyevna. "Institutionalization of sociology of social movements: integration of scientific and educational aspects." Современное образование, no. 3 (March 2018): 109–17. http://dx.doi.org/10.25136/2409-8736.2018.3.23821.

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Modern scholars pay attention to the tendency towards consolidation and unification of the various elements of the system of science education, which is also relevant for sociology. The article lays emphasis on institutionalization of the sociology of social movements and application of integrated approach in studying the indicated sociological direction. The goal of this article is the determination of integration process of scientific and educational aspects in sociology of social movements through the strategy of integralism that is understood as a method of organization f integration proce

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29

Baranovskiy, E. A. "Sociological approaches to the study of external competitive environment in education." Russian competition law and economy, no. 2 (June 30, 2019): 52–53. http://dx.doi.org/10.32686/2542-0259-2019-2-52-53.

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The results of modern research in the ﬁeld of sociology of a competitive external educational environment are considered. The concept of the competitive environment of the educational organization is deﬁned and the behavioral, functional and institutional components are singled out.

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30

Zaihui, Wang. "Reflections on the Indigenous Research of China's Educational Sociology." Chinese Education & Society 34, no. 6 (2001): 68–77. http://dx.doi.org/10.2753/ced1061-1932340668.

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31

Shouheng, Wang. "My Humble Opinions on the Indigenization of Educational Sociology." Chinese Education & Society 34, no. 6 (2001): 86–99. http://dx.doi.org/10.2753/ced1061-1932340686.

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32

Changyong, Yang. "Paradigmatic Examination of Schools of Thought in Educational Sociology." Chinese Education & Society 35, no. 2 (2002): 21–38. http://dx.doi.org/10.2753/ced1061-1932350221.

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33

Richgels, Donald J. "A Review of “Sociology, Gender and Educational Aspirations: Girls and Their Ambitions”." Journal of Educational Research 103, no. 6 (2010): 440–41. http://dx.doi.org/10.1080/00220671.2010.499040.

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34

Qimin, Man. "Educational Disrepair and Quality Education Reform." Chinese Education & Society 30, no. 6 (1997): 21–24. http://dx.doi.org/10.2753/ced1061-1932300621.

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35

Muslimah, Ummi Nurul. "Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education Perspective)Professionalism on the Developing Children Creativity (Sociology of Education Perspective)." Register Journal 2, no. 1 (2016): 25. http://dx.doi.org/10.18326/rgt.v2i1.25-36.

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This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The

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36

Chernova, Kristina, and Elena Bedrina. "Development of demographic education in higher education institutions of Russia." Population 23, no. 4 (2020): 125–39. http://dx.doi.org/10.19181/population.2020.23.4.12.

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The article assesses the availability of demographic education in Russian universities based on the analysis of information posted on the websites of educational programs of higher education institutions included in the rating of top 100 ranking best universities in the Russian Federation, compiled by the research company RAEX-Analytics LLC in 2019. Universities are grouped according to their profile, specialization and geographical location. Monitoring of educational programs is presented in terms of educational levels and directions. The study revealed that 75% of Russian universities, inclu

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37

Antonova, Natalya Leonidovna. "Master’s degree program as institutionalized education: sociological education in Russia and India." Социодинамика, no. 4 (April 2020): 35–42. http://dx.doi.org/10.25136/2409-7144.2020.4.31106.

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The goal of this article is to analyze and understand the institutional peculiarities of functionality of the master&rsquo;s program in sociology in Russian and Indian universities. In the conditions of rapid development of global educational space, master&rsquo;s programs become an attractive means of exercising academic mobility by students. For this case study, Ural Federal University and Mumbai University were selected, both of which offer master&rsquo;s programs in sociology and are not part of the QS World University Rankings. The author analyzes the websites of both universi

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38

Zakharov, M. Yu, I. E. Starovoytova, and A. V. Shishkova. "SOCIOLOGY OF KNOWLEDGE SECURITY IN THE DIGITAL EDUCATIONAL SPACE." Vestnik Universiteta, no. 3 (May 29, 2020): 154–59. http://dx.doi.org/10.26425/1816-4277-2020-3-154-159.

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The article deals with the spread of digital technologies in education and digital learning as a special stage of digital socialization, changing the social roles of the teacher and student. Artificial intelligence and machine learning technologies, big data analysis, robotics and virtualization have taken their place in the educational process, and traditional offline teaching methods require revision. The problem of knowledge alienation in the digital educational space has been analysed and ways to solve this problem have been proposed. Particular attention has been paid to the problem of th

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39

Shapiro, Svi. "Beyond the Sociology of Education: Culture, Politics, and the Promise of Educational Change." Educational Theory 38, no. 4 (1988): 415–30. http://dx.doi.org/10.1111/j.1741-5446.1988.00415.x.

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40

Bhushal, Shanti. "Educational and Socio-Cultural Status of Nepali Women." Himalayan Journal of Sociology and Anthropology 3 (November 25, 2008): 139–47. http://dx.doi.org/10.3126/hjsa.v3i0.1501.

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Education is a factor for enlightening people. It is key to empower both men and women and improve their socio-cultural status and quality of life. Therefore, women should have an equal access to education and educational opportunities. But in our context, disparity in education and educational opportunities among men and women exists significantly. Women's educational status is lower than man as indicated by their lower literacy rate. Lower educational status has a number of negative consequences in Nepalese women's life. DOI: http://dx.doi.org/10.3126/hjsa.v3i0.1501 Himalayan Journal of Soci

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41

Regmi, Kapil Dev. "Critical policy sociology: key underlying assumptions and their implications for educational policy research." International Journal of Research & Method in Education 42, no. 1 (2017): 59–75. http://dx.doi.org/10.1080/1743727x.2017.1398228.

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42

Jabaar, Saheed Olanrewaju. "Sociology of Moral Education: The Context of Nigeria." Journal of Education, Teaching and Social Studies 2, no. 2 (2020): p37. http://dx.doi.org/10.22158/jetss.v2n2p37.

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For there to peace and harmony in a society, people have to conform to standards of behavior that conduce to social well - being. This necessitates teaching of the values and norms of society to the younger generation. The paper used the method of philosophical analysis to explore some sociological issues in moral education and some notable ethical theories that are related to moral education. The paper critically appraised the efficiency of social institutions such as the family, media, peer group, religions and formal educational institutions in fostering moral development of an individual i

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43

Daimah, Daimah, and Setyo Pambudi. "PENDEKATAN SOSIOLOGI DALAM KAJIAN PENDIDIKAN ISLAM." Jurnal Pendidikan Islam 9, no. 2 (2018): 115–26. http://dx.doi.org/10.22236/jpi.v9i2.1814.

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This article analyses the Sociology of Education that refers to the application of sociological knowledge, thinking techniques, and data collection in educational investigations. The sociology of education studies the process of education as social interaction, school as a social group, and as a social institution. Sociological analysis models of education include 4 types of analysis, (1) analysis of functional structural models with characters Emile Durkeim and Talcott Parsons, (2) analysis of conflict models with characters S. Bowles and H. Gintis and Louis Althuser, (3) analysis the critica

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44

Pu, Qian. "Analysis of Social Factors in the Emergence of Educational Sociology." Chinese Education & Society 34, no. 6 (2001): 8–25. http://dx.doi.org/10.2753/ced1061-193234068.

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45

Watts, W. David, and Ann Marie Ellis. "Assessing Sociology Educational Outcomes: Occupational Status and Mobility of Graduates." Teaching Sociology 17, no. 3 (1989): 297. http://dx.doi.org/10.2307/1318076.

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46

Winter, Richard. "Post‐modern Sociology as a Democratic Educational Practice? Some suggestions." British Journal of Sociology of Education 12, no. 4 (1991): 467–81. http://dx.doi.org/10.1080/0142569910120404.

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47

Śliwerski, Bogusław. "Postfutbolowa pedagogika i jej aplikacje w analizie edukacyjnych zjawisk." Studia Edukacyjne, no. 44 (June 15, 2017): 7–22. http://dx.doi.org/10.14746/se.2017.44.1.

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For the author of the text, football is not only a reference to the most recent publications in education sociology and cultural anthropology on this sport in the lives of postmodern societies, but also a metaphor for an analysis of selected issues of the educational policy and higher educations in Poland.

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48

Meyer, John W., and David P. Baker. "Forming American Educational Policy with International Data: Lessons from the Sociology of Education." Sociology of Education 69 (1996): 123. http://dx.doi.org/10.2307/3108459.

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49

Григорьева, I. Grigoreva, Виноградова, et al. "Approach to Internationalization Educational Programs in Russian Higher Education." Management of the Personnel and Intellectual Resources in Russia 4, no. 5 (2015): 23–29. http://dx.doi.org/10.12737/14953.

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This article is devoted to the issues of higher education programs internationalization in Russia as a necessary and timely process. In the context of globalization the world’s processes high adaptability of the graduate will contribute to his successful career. This quality in combination with the presence of the necessary competencies graduate with a set of descriptors today especially in demand in the labor market. Implementation of joint training programs with the use of various forms of internationalization, starting with short courses and specialized programs to double degree programs, c

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50

Correa, Hector. "Higher education tuition for optimal educational returns." Higher Education Policy 11, no. 2-3 (1998): 229–34. http://dx.doi.org/10.1016/s0952-8733(98)00009-9.

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