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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.
Restructuring Schools presents conceptual and empirical models of
school organization for promoting students' achievement. Papers by
nationally recognized educational sociologists examine four
dimensions of the educational process-school organization and
governance, organization of students for instruction, classroom
processes, and school-to-work transitions-and suggest methods to
increase the effectiveness of each. The volume also explores the
innovative concept of output-driven education which redirects
attention to student achievement as an outcome variable.
This volume addresses key issues in the sociology of education
concerning how schools are organized for instruction and what
processes link school organization and instruction to educa tional
achievement. The content of the chapters represents a shift in
focus from traditional and even recent themes in soci ology of
education, including the study of school effects and of classroom
processes, to a concern with the social organization of schools and
its consequences for student outcomes. Rather than reviewing or
evaluating existing research, the chapters present new and
developing conceptualizations of the school ing process and provide
theoretical models to guide future empirical work on schools. A
unique feature of this book is its heavy emphasis on theory. Each
chapter presents a theoretical model or argument concerning an
issue of central importance in sociology of edu cation. The
empirical analyses and simulations that are included are often more
for illustrative purposes than for rigorous hypothesis testing, and
some chapters have no data analysis at all. The major strength of
the volume, therefore, lies in the new conceptualizations and
reconceptualizations it provides of fundamental processes relating
school organization to student learning. Theoretical work such as
this is exactly what is needed in an area that has traditionally
been, for the most part, empir ical and atheoretical. Another
important feature of this volume is the various approaches it
presents to the study of school organization.
In the second half of the twentieth century, a number of
researchers have conceptualized modern society as a social system
composed of differenti ated yet interrelated institutional spheres.
Commonly identified institu tional spheres are the family,
religion, the economy, the polity or state, medicine or health
care, religion, law, and education. The institutional perspective
has sometimes been linked to a structural-functional frame work; it
has often been asserted that institutions must be understood as
parts of a larger whole operating at the societal level. Equally
important have been recent institutional theory and research
focusing on the more microscopic dynamics of intrainstitutional
change. The concern here has been processes governing the
institutionalization of rules and practices and the formation and
decline of particular social structures. Although valid and useful,
neither of these perspectives has yielded a systematic comparative
assessment of societal institutions. The aim of this edited volume
is to meet this critical need. It brings together recent theo
retical and empirical research on societal institutions in a time
of rapid change. The chapters focus on how these institutions adapt
to societal change and what the outcomes of these changes are."
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.
Restructuring Schools presents conceptual and empirical models of
school organization for promoting students' achievement. Papers by
nationally recognized educational sociologists examine four
dimensions of the educational process-school organization and
governance, organization of students for instruction, classroom
processes, and school-to-work transitions-and suggest methods to
increase the effectiveness of each. The volume also explores the
innovative concept of output-driven education which redirects
attention to student achievement as an outcome variable.
This volume addresses key issues in the sociology of education
concerning how schools are organized for instruction and what
processes link school organization and instruction to educa tional
achievement. The content of the chapters represents a shift in
focus from traditional and even recent themes in soci ology of
education, including the study of school effects and of classroom
processes, to a concern with the social organization of schools and
its consequences for student outcomes. Rather than reviewing or
evaluating existing research, the chapters present new and
developing conceptualizations of the school ing process and provide
theoretical models to guide future empirical work on schools. A
unique feature of this book is its heavy emphasis on theory. Each
chapter presents a theoretical model or argument concerning an
issue of central importance in sociology of edu cation. The
empirical analyses and simulations that are included are often more
for illustrative purposes than for rigorous hypothesis testing, and
some chapters have no data analysis at all. The major strength of
the volume, therefore, lies in the new conceptualizations and
reconceptualizations it provides of fundamental processes relating
school organization to student learning. Theoretical work such as
this is exactly what is needed in an area that has traditionally
been, for the most part, empir ical and atheoretical. Another
important feature of this volume is the various approaches it
presents to the study of school organization."
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.
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.
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