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The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher , further , adult , and continuing education.
This category includes pages that relate to sociological theories and social phenomena in education. The main article for this category is Sociology of education . Subcategories
Maurice Robert Stein (September 19, 1926 – August 18, 2023) was an American sociologist and innovator in higher education. [1] [2] [3] Stein is co-recipient of the 1987 Robert and Helen Lynd Lifetime Achievement Award bestowed by the American Sociological Association's Community and Urban Sociology Section, while his pedagogical innovations have been highlighted of late by Harvard University ...
Thompson's first characteristic is the technical and institutional means of production and diffusion, meaning that the "development of mass communication is inseparable from the development of the media industries". [5] Secondly, Thompson highlights what he labels commodification of symbolic forms which can be subjected into two forms of ...
Education sciences, [1] also known as education studies, education theory, and traditionally called pedagogy, [2] seek to describe, understand, and prescribe education including education policy. Subfields include comparative education , educational research , instructional theory , curriculum theory and psychology , philosophy , sociology ...
[5] This could mean using a combination of qualitative and quantitative methods as well as common methodology from the fields mentioned above. In social research this phenomenon is referred to as triangulation (social science). [7] This idea is well summarized by the work of Barrow in his text An introduction to philosophy of education:
Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1]
In terms of sociology, historical sociology is often better positioned to analyze social life as diachronic, while survey research takes a snapshot of social life and is thus better equipped to understand social life as synchronic. Some argue that the synchrony of social structure is a methodological perspective rather than an ontological claim ...