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Journal articles on the topic 'Educational Sociology'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

SAKAI, Akira. "Clinical Educational Sociology." Journal of Educational Sociology 74 (2004): 5–20. http://dx.doi.org/10.11151/eds1951.74.5.

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KANO, Yoshimasa. "Educational Sociology as Scientific Knowledge." Journal of Educational Sociology 64 (1999): 21–37. http://dx.doi.org/10.11151/eds1951.64.21.

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3

Abott, Linda M. C. "The sociology of educational expansion." Social Science Journal 23, no. 1 (March 1, 1986): 98–99. http://dx.doi.org/10.1016/0362-3319(86)90013-3.

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4

Levin, Jack, and William C. Levin. "Sociology of educational late blooming." Sociological Forum 6, no. 4 (December 1991): 661–79. http://dx.doi.org/10.1007/bf01114406.

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5

Fuller, Kay. "Sociology, gender and educational aspirations." Educational Review 69, no. 4 (May 26, 2017): 524–26. http://dx.doi.org/10.1080/00131911.2017.1327630.

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6

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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7

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

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8

Tolu, Hüseyin. "Inquiry into Turkey's Educational Technology, Governance, Situational Educational Policy." International Journal of Information and Communication Technology Education 14, no. 2 (April 2018): 60–71. http://dx.doi.org/10.4018/ijicte.2018040105.

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Investigating the sociology of educational technology can be approached through a series of deliberations based on the interaction between Free/Libre Open Source Software (FLOSS) and Proprietary Close Source Software (PCSS). This article consults public policy discourses of the Fatih project, which is the current educational technology project in Turkey, particularly focusing on discourses of politicians. This article argues that Turkey has been deploying an Anglo-Governance Model, which is based on an ‘experimental' and ‘strategic' governance, to be a dominating decision-maker in the technolo

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9

Bakić, Sarina. "Ključni aspekti sociologije obrazovanja." Obrazovanje odraslih/Adult Education 14, no. 1 (2014): 112–26. http://dx.doi.org/10.53617/issn2744-2047.2014.14.1.112.

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As an independent empiric and theoretical science, the sociology of education is discovering mutual relations between education and society, socio-historical and cultural conditionality of educational process and its internal structure. Sociology of education signifies a treasury of key estimations concerning necessary alternations in education and about their influence towards social changes as a whole. This text underlines some of the key sociological aspects of educations such are education equality, adult life long education and leisure. It revolves applicable ideas about the future of edu

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10

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

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11

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

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12

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

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13

Renzulli, Linda. "Educational Transformations and Why Sociology Should Care." Social Currents 1, no. 2 (May 15, 2014): 149–56. http://dx.doi.org/10.1177/2329496514524545.

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14

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 (December 30, 2003): 3–30. http://dx.doi.org/10.17232/kset.19.4.3.

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15

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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16

Zborovsky, Garold. "To the question of applying the concept of scientific-educational knowledge in sociology." Vestnik instituta sotziologii 13, no. 4 (December 30, 2022): 94–114. http://dx.doi.org/10.19181/vis.2022.13.4.851.

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The article is devoted to the concept of scientific-educational knowledge, little developed in modern sociological science. The subject of the research is the formation of the sociological concept of scientific-educational knowledge, its main characteristics and features of the relationship with certain types of knowledge, concepts and branches of sociological science that study them. The article consists of two main sections - a historical and sociological review of educational knowledge studies and a substantiation of the conceptual unity of educational and scientific-educational knowl

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17

Leśniak-Moczuk, Krystyna. "In the Circle of The Sociology of Education of Florian Znaniecki." Yearbook of Pedagogy 44, no. 1 (December 1, 2021): 25–43. http://dx.doi.org/10.2478/rp-2021-0002.

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Summary The aim of this article is to recall the theory of the sociology of education created almost a century ago by the classic of Polish sociology, Florian Znaniecki, in order to show the topicality of his concept in the face of the symptoms of the crisis of the educational system. The article presents the biographical context and scientific achievements of the creator of the sociology of education. The relations between the disciplines of educational sociology, general sociology and pedagogy were explained. The goals and components of the upbringing process and the system of sociology of u

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18

Young, Michael, and Johan Muller. "Truth and truthfulness in the sociology of educational knowledge." Theory and Research in Education 5, no. 2 (July 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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19

Renjie, Zhang. "Twenty Years of Educational Sociology in Mainland China." Chinese Education & Society 34, no. 6 (November 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 (March 2002): 5–20. http://dx.doi.org/10.2753/ced1061-193235025.

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21

KAWADA, Tsutomu. "A Linkage of Social Geography with Educational Sociology." Japanese Journal of Human Geography 46, no. 2 (1994): 187–202. http://dx.doi.org/10.4200/jjhg1948.46.187.

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22

Obraztsov, Igor V. "Teaching Sociology in Military Educational Institutions of Russia." Armed Forces & Society 35, no. 1 (October 2008): 162–79. http://dx.doi.org/10.1177/0095327x07308625.

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23

Serpa, Sandro. "A Reflection on Sociology of Education." International Journal of Social Science Studies 6, no. 3 (February 9, 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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24

Yamamoto, Oswaldo H., and Antonio Cabral Neto. "Sociology of Education and Marxism in Brazil." Sociological Research Online 4, no. 1 (March 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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25

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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26

Poviliūnas, Arūnas. "Sociologinės įžvalgos sociologijos didaktikai." Sociologija. Mintis ir veiksmas 33, no. 2 (January 1, 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

Do Amaral, Jonathan Henriques, and Mónica De la Fare. "ABORDAGENS QUANTITATIVAS NA SOCIOLOGIA DA EDUCAÇÃO: análise de produções do GT 14 da ANPEd (2005-2015)." Cadernos de Pesquisa 24, no. 3 (December 21, 2017): 59. http://dx.doi.org/10.18764/2178-2229.v24n3p59-71.

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O objetivo deste artigo foi analisar os usos de abordagens quantitativas em pesquisas da Sociologia da Educação em um espaço institucional nacional reconhecido por essa área. Para tanto, apresentamos inicialmente uma breve contextualização histórica da Sociologia da Educação no Brasil, para posteriormente introduzir os resultados da análise de trabalhos apresentados no grupo de trabalho em Sociologia da Educação – GT 14 – nas últimas dez reuniões científicas nacionais da Associação Nacional de Pós-Graduação e Pesquisa em Educação – ANPEd, ocorridas no período de 2005 a 2015. A partir da leitur

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28

Sandoval-Estupiñán, Luz Yolanda, and Nuria Garro-Gil. "Relational Sociology: A Proposed Sociological Basis for Educational Institutions." Educación y Educadores 15, no. 2 (August 1, 2012): 247–62. http://dx.doi.org/10.5294/edu.2012.15.2.5.

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29

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

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30

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

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31

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

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32

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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33

Willmott, Robert. "The 'Mini-Renaissance' in Marxist Educational Sociology: A critique." British Journal of Sociology of Education 22, no. 2 (June 2001): 203–15. http://dx.doi.org/10.1080/01425690120054830.

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34

KIKUCHI, Jyoji. "The Development of the Educational Sociology: The Japanese Style." Journal of Educational Sociology 64 (1999): 39–54. http://dx.doi.org/10.11151/eds1951.64.39.

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35

Suoranta, Juha. "Teaching Sociology: Toward Collaborative Social Relations in Educational Situations." Critical Sociology 34, no. 5 (September 2008): 709–23. http://dx.doi.org/10.1177/0896920508093364.

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36

БОГДАН, Д. И. "CONTENTS STATE EDUCATIONAL POLICY IN THE CONTEXT OF SOCIOLOGY." ВЕСТНИК СУРГУТСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА, no. 2(89) (May 28, 2024): 9–20. http://dx.doi.org/10.69571/sspu.2024.89.2.009.

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В статье рассматриваются методологические подходы к изучению непрерывного педагогического образования: системный, институциональный, структурно-функциональный, конфликтологический, аксиологический, общностный и ресурсный. Указанные подходы позволяют акцентировать внимание на различных сторонах непрерывного педагогического образования как осознанной траектории поэтапного профессионального становления и раз- вития педагога, нацеленной на повышение его социального и профессионального статуса. The article discusses methodological approaches to the study of continuing pedagogical education: systemi

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37

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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38

Lipich, L., and O. Balagura. "Formation of sociological imagination in students of technical institutions in education in the process of teaching sociology." National Technical University of Ukraine Journal. Political science. Sociology. Law, no. 4(52) (December 21, 2021): 17–22. http://dx.doi.org/10.20535/2308-5053.2021.4(52).248128.

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The article is devoted to the problem of formation of sociological imagination in the process of teaching sociology to students studying in technical educational institutions. The concept of “sociological imagination”, introduced into scientific circulation by the American sociologist Wright Mills, is being clarified. It turns out that the concept of sociological imagination has acquired the status of one of the main in modern sociology and began to play an important educational role, and in sociological science, respectively, methodological and methodological. Attention is paid to the peculia

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39

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 (November 25, 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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40

Lebed, Olga L., and Nadezhda V. Prisyazhnaya. "Poetry of sociology: 85 ears are executed to honored professor of Moscow state University, doctor of philosophical sciences, professor Antonov Anatoly Ivanovich." Sociology of Medicine 20, no. 2 (July 4, 2022): 75–82. http://dx.doi.org/10.17816/socm100980.

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The article is dedicated to the anniversary of the leading specialist in the field of family sociology and demography, Doctor of Philosophy, Honored Professor, Head of the Department of Family Sociology and Demography of the Federal State Budgetary Educational Institution of Higher Education Moscow State University named after M.V. Lomonosov Anatoly Ivanovich Antonov. The long-term, active scientific and educational work of A.I. Antonov led to the emergence of a whole scientific direction in the field of family sociology familism (pro-family sociology). The authors note that the teaching, orga

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41

Barkov, S. A., and A. A. Oseev. "History of the Department of economic sociology and management — a life-long reorganization." Moscow State University Bulletin. Series 18. Sociology and Political Science 25, no. 4 (February 12, 2020): 52–76. http://dx.doi.org/10.24290/1029-3736-2019-25-4-52-76.

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The units that formed the basis for the creation of the nowadays Department of Economic Sociology and Management have undergone many reorganizations. They were accompanied by a change of leaders, changes in personnel, changes of scientific and educational priorities, and in many cases of names. The Department of Sociology of Labor and Labor Collectives, the Department of Sociology of Organizations, the Department of Economic Sociology and Sociology of Labor, the Department of Economic Sociology and Marketing, the Department of Sociology of Organizations and Management — all these divisions wer

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42

Bade, Zakarie Abdi. "Bridging Educational Voids: The Emergence and Significance of Sociology in Somali Higher Education." European Journal of Contemporary Education and E-Learning 2, no. 1 (January 1, 2024): 66–77. http://dx.doi.org/10.59324/ejceel.2024.2(1).06.

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The purpose of this paper is to investigate the absence of sociology as an academic subject within Somali higher education, delve into the history of higher education in Somalis, examine the primary themes of sociological debates in the country, and explore potential prospects for offering sociology as a field of study in Somali universities. By employing a Qualitative Descriptive Review methodology, the study thoroughly reviews and thematically analyzes a range of literature, such as academic papers, historical documents, and policy papers, instead of gathering primary data. This method is se

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43

Golikov, Alexander. "The Problem of Theorizing On / Of Sociology and Problematization of Sociological Theory." Visnyk V. N. Karazin Kharkiv National University. Series "Sociological studies of contemporary society: methodology, theory, methods", no. 45 (December 1, 2020): 7–15. http://dx.doi.org/10.26565/2227-6521-2020-45-01.

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The article analyzes the problems of theorizing in modern sociology, limitations and problems that sociologists face when building a sociological theory in modern conditions. Author explores the different modes of practice and reproduction of theory in academic sociology. Problems of the status of theory in modern sociology, its academic, didactic and social representations are analyzed. It is emphasized that the service, subordinate, limited position of fundamental interpretations in the modern sociology’s structure is dangerous for the (re)production of sociology as it is. Author classifies

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44

Krämer, Franz. "Educational AI." Digital Culture & Society 4, no. 1 (March 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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45

Fylypovych, Liudmyla O. "Contents of Western Sociology of Religion as a Science and Educational Discipline." Ukrainian Religious Studies, no. 25 (December 27, 2002): 106–10. http://dx.doi.org/10.32420/2003.25.1433.

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Sociology of religion in the West is a field of knowledge with at least 100 years of history. As a science and as a discipline, the sociology of religion has been developing in most Western universities since the late nineteenth century, having established traditions, forming well-known schools, areas related to the names of famous scholars. The total number of researchers of religion abroad has never been counted, but there are more than a thousand different centers, universities, colleges where religion is taught and studied. If we assume that each of them has an average of 10 religious scho

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46

Artal, Montserrat. "Construir el género. El cuestionamiento del sexismo y del androcentrismo en el sistema educativo." Acciones e Investigaciones Sociales, no. 27 (April 8, 2011): 5. http://dx.doi.org/10.26754/ojs_ais/ais.200927340.

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El presente estudio es fruto del análisis realizado desde las corrientes de pensamiento educativo en psicología, sociología y filosofía, poniendo el acento en el feminismo de la diferencia, el de la igualdad y el postestructuralista. Así mismo, he pretendido indagar por medio de las técnicas de la entrevista, y el cuestionario dirigido al profesorado y alumnado sobre cómo se construye el género en el ámbito educativo.The present research presents the results of the analysis carried out from the perspective of educational thinking trends in psychology, sociology and philosophy, focusing especia

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47

Budiwan, Jauhan, and Meidawati Suswandari. "Implementation of Word Square Oriented Lesson Study in Educational Sociology Learning Outcomes." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (February 3, 2023): 675–86. http://dx.doi.org/10.35445/alishlah.v15i1.2978.

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The purpose of this study was to describe the implementation of lesson study using word squares in educational sociology courses. Using lesson research with qualitative approach, this study involved one class of 29 pre-service elementary school teachers in semester VIA on the Educational Sociology course. Two lecturers were involved as observers. The instruments included observation sheet for open class activities and lesson learned reports. The data were analyzed using interactive technique. It is concluded that the lesson study was implemented to students using Word Square in three stages (P

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48

Vasiliev, V. P. "Sociology of public administration." Moscow State University Bulletin. Series 18. Sociology and Political Science 25, no. 4 (February 12, 2020): 279–87. http://dx.doi.org/10.24290/1029-3736-2019-25-4-279-287.

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The article presents the main results of the development of the Department of sociology of public administration, the conditions and conceptual foundations of research and the content of the educational process. The results of the implementation of problem tasks in the framework of the direction Social state: modernization of management and social policy are shown. The main achievements in the field of scientific research are structured. The novelty of published textbooks and teaching AIDS is shown. The characteristic of the main academic disciplines developed by the Department is given.

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49

Kochetkov, V. V. "Department of sociology international relations." Moscow State University Bulletin. Series 18. Sociology and Political Science 25, no. 4 (February 12, 2020): 95–101. http://dx.doi.org/10.24290/1029-3736-2019-25-4-95-101.

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The article describes the process of formation and development of the Department of Sociology of International Relations, Faculty of Sociology, Moscow State University named by M.V. Lomonosov. The main personnel of the department and their scientific interests are characterized. The content of educational and scientific work is disclosed. Formulated the main problems and outlined the prospects for the development of the department.

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50

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

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