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SAGE Publications
Schools and Society: A Sociological Approach to Education / Edition 5

Schools and Society: A Sociological Approach to Education / Edition 5

by Jeanne H. Ballantine


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Product Details

ISBN-13: 2901452275832
Publisher: SAGE Publications
Publication date: 02/21/2014
Edition description: Fifth Edition
Pages: 504
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About the Author

Jeanne H. Ballantine is Emerita Professor of Sociology at Wright State University, a state university of about 17,000 students in Ohio. She has also taught at several 4-year colleges, including an “alternative” college and a traditionally Black college, and at international programs in universities abroad. She has been teaching introductory sociology for more than 30 years with a mission to introduce the uninitiated to the field and to help students see the usefulness and value in sociology. She has been active in the teaching movement, shaping curriculum, writing and presenting research on teaching, and offering workshops and consulting in regional, national, and international forums. She is a Fulbright Senior Scholar and serves as a Departmental Resources Group consultant and evaluator.

Jeanne has written several textbooks, all with the goal of reaching the student audience. As the original director of the Center for Teaching and Learning at Wright State University, she scoured the literature on student learning and served as a mentor to teachers in a wide variety of disciplines. Local, regional, and national organizations have honored her for her teaching and for her contributions to helping others become effective teachers. In 1986, the American Sociological Association’s Section on Undergraduate Education (now called the Section on Teaching and Learning in Sociology) recognized her with the Hans O. Mauksch Award for Distinguished Contributions to Teaching of Sociology. In 2004, she was honored by the American Sociological Association with its Distinguished Contributions to Teaching Award. In 2010, the North Central Sociological Association awarded her the J. Milton Yinger Award for Distinguished Career in Sociology.

Joan Z. Spade is Professor Emerita of sociology at The College at Brockport, State University of New York. She received her Ph D from the University at Buffalo, State University of New York; her MA from the University of Rochester; and her BA from the State University of New York at Geneseo. In addition to courses on gender, Joan taught courses on education, family, research methods, and statistics. She published articles on rape culture in college fraternities and on work and family, including women’s and men’s orientations toward work. She has also coedited two books on education and published articles on education, including research on tracking, and gender and education. Joan was active in Sociologists for Women in Society, Eastern Sociological Society, and the American Sociological Association. In addition to visiting children and grandchildren with her significant other, she enjoys RVing, music and the arts, travel, and being outdoors.

Table of Contents

PREFACE. ABOUT THE EDITORS. INTRODUCTION TO THE TEXT. PART 1: WHAT IS SOCIOLOGY OF EDUCATION? 1. Alan R. Sadovnik, Theories In the Sociology of Education. 2. Emile Durkheim, Moral Education. 3. Talcott Parsons, The School Class as a Social System. 4.Randall Collins, Conflict Theory of Educational Stratification. 5. Max Weber, The Typological Position of Confucian Education. 6. Samuel Bowles and Herbert Gintis, Schooling in a Capitalist Society. 7. Hugh Mehan, Understanding Inequality in Schools: The Contribution of Interpretive Studies. PART 2: SCHOOLS AS ORGANIZATIONS. 8. John W. Meyer and Brian Rowan, The Structure of Educational Organizations. 9. Rebecca Barr and Robert Dreeben, How Schools Work. 10. Harry L. Gracey, Learning the Student Role: Kindergarten as Academic Boot Camp. 11. Barbara Schneider and David Stevenson, The Ambitious Generation: Imagining the Future. 12. Gerald Grant and Christine E. Murray, Teaching in America. 13. Richard M. Ingersoll, The Status of Teaching as a Profession. PART 3: THE INFORMAL SYSTEM AND HIDDEN CURRICULUMS. 14. Mary Haywood Metz, Real School: A Universal Drama Amid Disparate Experience. 15. Philip W. Jackson, Robert E. Boostrom, David T. Hansen, The Moral Life of Schools. 16. Pedro A. Noguera, Preventing and Producing Violence: A Critical Analysis of Responses to School Violence. PART 4: THE SOCIAL CONSTRUCTION OF KNOWLEDGE. 17. Ann Swidler and Jorge Arditi, The New Sociology of Knowledge. 18. Joan DelFattore, Romeo and Juliet Were Just Good Friends. 19. David Ruenzel, Fort Collins, Colorado: Washington Core Knowledge School. PART 5: EDUCATIONAL SYSTEMS AND THEIR ENVIRONMENTS. 20. Harold Wenglinsky, HowMoney Matters: The Effect of School District Spending on Academic Achievement. 21. Alan C. Kerckhoff and Lorraine Bell, Vocational Credentials and Attainment in the United States. 22. Karl L. Alexander, Public Schools and the Public Good. PART 6: SOCIAL STRATIFICATION AND SCHOOLS. 23. James S. Coleman, The Concept of Equality of Educational Opportunity. 24. Joan Z. Spade, Lynn Columba, and Beth E. Vanfossen, Tracking in Mathematics and Science: Courses and Course-Selection Procedures. 25. Peter W. Cookson, Jr. and Caroline Hodges Persell, Preparing for Power: America's Elite Boarding Schools. 26. Annette Lareau and Erin McNamara Horvat, Moments of Social Inclusion and Exclusion: Race, Class, and Cultural Capital in Family-School Relationships. 27. Joan Z. Spade, Gender in Education in the United States. 28. Linda Grant, Everyday Schooling and the Elaboration of Race-Gender Stratification PART 7: EFFORTS TOWARD EQUALITY AND EQUITY IN EDUCATION. 29. Gary Orfield, Mark D. Bachmeier, David R. James and Tamela Eitle, Deepening Segregation in American Public Schools. 30. William G. Bowen and Derek Bok, The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions. 1. Jeannie Oakes, Amy S. Wells, Makeba Jones, and Amanda Datnow, Detracking: The Social Construction of Ability, Cultural Politics, and Resistance to Reform. 32. Alexander W. Astin and James S. Coleman, Exchange on Educational Choice. 33. Edward Zigler, Sally J. Styfco, and Elizabeth Gilman, The National Head Start Program for Disadvantaged Preschoolers. 34. John U. Ogbu, Understanding Cultural Diversity and Learning. 35. Elizabeth G. Cohen, Equitable Classrooms in a Changing Society. PART 8: HIGHER EDUCATION. 36. Zelda F. Gamson, The Stratification of the Academy. 37. Kevin J. Dougherty, The Community College: The Impact, Origin, and Future of a Contradictory Institution. 38. Eric L. Dey and Sylvia Hurtado, College Students in Changing Contexts. 39. Jerry A. Jacobs, Gender Inequality and Higher Education. PART 9: EDUCATION IN AN INTERNATIONAL CONTEXT. 40. Aaron Benavot, Institutional Approach to the Study of Education. 41. Nettie E. Legters, Teachers as Workers in the World System. 42. Colette Chabbot and Francisco O. Ramirez, Development and Education. 43. Phillip G. Altbach and Todd M. Davis, Global Challenge and National Response: Notes for an International Dialogue on Higher Education. PART 10: EDUCATIONAL REFORM AND CHANGE. 44. David Tyack and Larry Cuban, Tinkering Toward Utopia: A Century of Public School Reform. 45. R. W. Connell, Poverty and Education. 46. Ivan Illich, Deschooling Society. 47. Arthur Levine, The Soul of a New University. CONCLUDING REMARKS.

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