Schools and societies

목차 (Table of Contents)

• CONTENTS
• About the Author = xi
• Foreword = xii
• Preface = xv
• Acknowledgement = xvii
• 1. SCHOOLS AS SOCIAL INSTITUTIONS = 1
• 2. SCHOOLS IN THE INDUSTRIALIZED WORLD = 29
• 3. SCHOOLING IN THE DEVELOPING WORLD = 65
• 4. SCHOOLS AND THE TRANSMISSION OF KNOWLEDGE = 100
• 5. SCHOOLS AND SOCIALIZATION = 136
• 6. SCHOOLS AND SOCIAL SELECTION : OPPORTUNITY = 171
• 7. SCHOOLS AND SOCIAL SELECTION : INEQUALITY = 204
• 8. TEACHING AND LEARNING IN COMPARATIVE PERSPECTIVE = 238
• 9. SCHOOLS PERFORM AND THE POSSIBILITIES OF SCHOOLING = 274
• Notes = 298
• References = 305
• Index = 333
• About the Author = xi
• Foreword = xii
• Preface = xv
• Acknowledgement = xvii
• 1. SCHOOLS AS SOCIAL INSTITUTIONS = 1
• The Societal Importance of Schooling = 3
• Organizational Characteristics of Schools = 7
• The Logic of School Organization = 8
• The Underside of School Organization = 9
• The Moral Order of Schools = 11
• Sociological Perspective on Schooling = 15
• Advantages of a Global View = 15
• A Framework for Understanding Schools and Societies = 18
• Scientific and Humanistic Faces of Sociology = 26
• Organization of the Book = 28
• 2. SCHOOLS IN THE INDUSTRIALIZED WORLD = 29
• Historical Context = 31
• The Premises of Elite Preparation = 32
• The Premises of Democratic Uplift = 34
• The Rising Demand for Schooling = 36
• Six Schooling Systems = 39
• United States and Germany : Schooling Opposites = 41
• Japan : American Style Expansion with Distinct Layers = 45
• France and Sweden : Egalitarian Bottoms, Complex Middles, Narrow Tops = 47
• England : Modernizing a Class-Divided System = 51
• Difference Structures, Different Consciousness = 54
• Explaining Contemporary Variations in Schooling Systems = 56
• Post-World War Ⅱ Politics of Change = 59
• Conclusion = 62
• 3. SCHOOLING IN THE DEVELOPING WORLD = 65
• Background of Schooling in the Developing Societies = 66
• The Colonial Legacy = 67
• Continuing Problems = 68
• Education, Politics, and Society = 71
• The First Postcolonial Generation = 72
• The Second Postcolonial Generation = 81
• Schooling and Economic Development = 90
• Dependency Theories = 90
• Human Capital Theories = 92
• State-Led Development Theories = 93
• Conclusion = 98
• 4. SCHOOLS AND THE TRANSMISSION OF KNOWLEDGE = 100
• How Important Is School Knowledge? = 101
• Curriculum Making and Curricular Change? = 103
• The Three Sources of Curriculum = 104
• Conflict of Ideologies in the Modern Period = 106
• The Rise and Fall of School Subjects = 108
• Modern Global Structures of School Knowledge = 113
• Global Curriculum in Primary Schooling = 113
• Global Variation in Secondary School Curricula = 117
• Multiculturalism : A Case Study of Curricula Change = 121
• The Debate over Multiculturalism = 121
• Forces Encouraging Multicultural Curricula = 124
• Schooling's Limited Success in Transmitting Knowledge = 127
• Nonintellectual Interests of Students = 127
• International Comparisons = 128
• International Tests and Economic Competitiveness = 131
• Conclusion = 133
• 5. SCHOOLS AND SOCIALIZATION = 136
• Three Dimensions of Socialization = 137
• Socialization in Comparative and Historical Perspective = 139
• The First Transformation : From Village to Factory = 143
• The Second Transformation : Form Factory to Office and Shopping Mall = 147
• Socialization inside the Classroom = 150
• The Core : Impersonal Rules and Embedded Practice = 151
• The Outer Ring : Moral Instruction = 156
• Socialization outside the Classroom = 160
• The Playground and Informal Social Life = 161
• Adolescent Society and the Schools = 163
• Conclusion = 168
• 6. SCHOOLS AND SOCIAL SELECTION : OPPORTUNITY = 171
• The Increasing Significance of Schooling in Social Selection = 172
• Opportunity Consciousness and Educational Expansion = 172
• The Rise of the "Credential Society" = 176
• Beneficiaries of the Credential Society = 181
• Social Background, Ability, and Opportunity = 184
• Who Gets Ahead? Individual-Level Studies = 187
• Who Gets Ahead? Group-Level Studies = 191
• Conclusion = 201
• 7. SCHOOLS AND SOCIAL SELECTION : INEQUALITY = 204
• Social Differentiation and the Schools = 206
• Social Class : The Constant Divider = 208
• Race and Ethnicity : The Varying Divider = 214
• Gender : The Declining Divider = 219
• School Organization and Tracking Structures = 224
• Movement of Low-Status Children into Low-Status Tracks = 226
• Tracks That Increase Inequalities = 228
• Adaptive Strategies of Groups = 233
• Conclusion = 236
• 8. TEACHING AND LEARNING IN COMPARATIVE PERSPECTIVE = 238
• Teachers and Students beyond the Classroom = 240
• Social Circumstances of Teachers = 240
• Social Circumstances of Students = 246
• Social Organization of Classroom Life = 250
• Craft Production Ideals, Bureaucratic Realities = 251
• The Ambiguous and Uncertain Work of Teaching = 254
• The Ecology and Culture of Classroom = 257
• Classroom Interaction Patterns = 260
• Importance of Classroom Order and Consensus = 260
• Understanding and Misunderstanding in Classroom Interaction = 261
• Characteristics of Effective Teachers = 262
• Cultural Matches in Classroom Interaction = 267
• Conclusion = 272
• 9. SCHOOLS PERFORM AND THE POSSIBILITIES OF SCHOOLING = 274
• A Typology of School Reforms : The Four Es = 275
• Cyclical Typology of School Reform = 277
• Correlates of Successful Reform = 278
• Contemporary School Reform = 279
• A Crisis of Declining Standards? = 279
• Programs to Improve Urban Schools = 282
• Successes and Disappointments in Urban Schools Reform = 285
• The Possibilities of Schooling = 290
• Which Educational Value Should We Promote? = 292
• Which School Qualities Should We Prefer? = 294
• Notes = 298
• References = 305
• Index = 333