Education,social class and social exclusion

This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework.     

体育的社会问题及其社会控制

体育的社会问题是一种必然的社会现象,如果不适时解决,它会严重损害体育运动的发展。本文对体育的社会问题进行了阐述,并运用社会控制理论对解决这些问题的方法和途径进行了探讨。     

社会秩序重塑与和谐社会构建

社会秩序的稳定有序不仅是现实中国的重要问题,是和谐社会构建的前提和基础,而且也是古今中外思想家、社会学家追求理想社会的价值诉求。解读他们重塑社会秩序的理想,认清我国转型期出现的社会秩序问题,对构建和谐社会具有重要意义。     

Teacher Assessment: social process and social product

The advent of the Education Reform Act entailed the introduction into schools in England and Wales of two new forms of assessment, Standard Assessment Tasks and Teacher Assessment. The Conservative government has consistently made claims for the objectivity and comparability of teacher assessment as an achievable aim. There exists, however, within the literature of the sociology of assessment, a body of knowledge which represents a challenge to such claims. This paper reviews the predominant themes in that literature. In addition, it outlines some elements of a recent longitudinal ethnography in a primary school with respect to ways in which pedagogies can be analysed for the purposes of developing these traditional themes in the context of current assessment concerns. The sample consisted of a cohort of some 26 white working‐class children passing through Years 1‐3 of a primary school in the south of England. This paper relates to Year 1, in which the children attained their sixth birthdays.     

Integrating moral and social development within middle school social studies: a social cognitive domain approach

Eleven teachers and 254 urban middle-school students comprised the sample of this study examining the social and moral development outcomes of the integration of social cognitive domain theory within regular classroom instruction. Participating teachers were trained to construct and implement history lessons that stimulated students’ moral reasoning and conceptions of societal convention. In comparison with baselines and controls, teachers reduced didactic instruction and increased the proportion of class time devoted to small group discussions. Student engagement in transactive discourse significantly increased in participating classes with significantly greater post-test levels of moral reasoning, concepts of social convention, and cross-domain coordination. Student production of operational versus representational transacts through transactive discussion was associated with growth in moral and societal concepts. Teachers continued teaching lessons constructed in the project a year after the research ended.     

Inequality in social capital: social capital,social risk and drop-out in the Turkish education system

This article examines the effects of social capital on the likelihood of dropping out from the compulsory education system (Grades One through Eight) in Turkey. It focuses on the question of whether school-related social capital can provide the means to stay in school in the presence of risk factors such as socioeconomic status, race, or gender that cannot be easily modified. Despite major progress in enrollment rates due to policies enacted in recent years, the overall drop-out rate in compulsory education is close to 15% in Turkey. Data collected from 764 student–mother pairs show that drop-outs are exposed to higher number of social risk factors. We further illustrate that school-related social capital, as measured by quality of in-school teacher–student interactions as well as parental involvement in school, significantly and positively contributes to adolescents’ likelihood of staying in school even in the presence of severe social inequalities.     

浅析社会系统研究方法在社会工作领域的应用

社会工作专业作为一门社会科学,系统研究方法对于社会工作专业研究具有重要作用,其整体分析法、层次分析法、环境分析法、动态分析法以及结构法与社会工作的三大方法相互交融,相互影响,能够促进我国社会工作专业的研究发展。     

论共享社会发展目标与社会价值观

我国社会生产力在三十年中得到巨大发展,许多新的社会问题也随之出现。其中严重的贫富分化和社会不公平已经成为突出的矛盾。为此党的十七大明确提出,要构建社会主义和谐社会,必须坚持"共同建设、共同享有"的原则。这种共享性社会发展目标迫切需要社会价值观的转型,即需要更加追求公平、更加重视平等、更加重视权利与义务的统一。同时,必须认识到和谐社会是要依靠人民群众共同建设,因此政府必须摈弃过多的"父权主义思想",更加尊重人民群众的自主管理。     

家庭与社会保障

本论文针对现代社会保障发展进程中的几个理论和实际问题进行了探讨.社会保障是国家的政府行为,是社会稳定、协调发展的重要手段.基本的社会保障制度,是各国政府的职能和不可推卸的责任,不可以推向市场走完全商业化的道路,商业性的社会保险与社会保障有本质区别.现代社会中传统的家庭保障随着社会的变迁必然走向以社会保障为主的替代形式,其主要功能是实现子女对长辈的生活照料和精神慰藉,社会保障不能完全替代家庭保障功能.     

功利主义评析——兼论社会转型中社会公平问题

功利主义以趋乐避苦的自然主义人性论为理论基础;以个体行为及其目的为理论出发点和归宿;以功用和效果为道德行为的评价标准;以最大幸福主义的最高道德标准为公正原则。功利主义包含有某些合理的因素,可供我们借鉴,但它立足于私有制的社会现实,对个人、社会以及个人与社会关系的抽象理解,决定它不可能使个人利益与公共利益、功利与公平现实地结合起来。当前,我国正处于社会转型时期,“效率优先,兼顾公平”的原则仍是指导社会主义市场经济良性运行的合理选择。     

社会转型视域中的利益分化与社会管理

在社会转型时期,随着经济体制深刻变革,利益格局深刻调整,利益差别不断拉大,利益冲突日益增多,我国社会管理面临着各方利益协调难、矛盾纠纷化解难的挑战。要通过加强和创新社会管理,正确处理好改革、发展、稳定之间的关系,妥善解决社会转型时期的利益分化问题。     

论新社会阶层的社会属性和社会功能

马克思主义的阶级理论对分析研究我国新社会阶层现象仍具有理论价值和现实意义.我国的新社会阶层是伴随着改革开放和社会主义市场经济的发展而产生的,它不同于西方的中产阶级,不仅是中国特色社会主义事业的建设者,而且也是我国社会结构稳定不可缺少的因素.对于新社会阶层,党和政府应该在充分尊重其权益的同时,积极引导,以更有利于构建我国社会主义和谐社会.     

构建和谐社会与中国社会阶层结构的变迁

现代和谐社会结构的根本特征在于各利益群体自觉维持的利益均衡格局以及中间阶层的兴起.中国社会阶层结构变迁表现出明显的路径依赖和封闭性特征,其根本原因在于各阶层占有的社会资本的不同导致了获取资源的机会的不平等.创新体制,弱化社会资本的作用,建立交易成本更低的市场经济体制,在利益群体的博弈过程中形成利益均衡格局和利益协调机制,促进阶层流动,是构建和谐社会的一个重要方面.     

Using social semiotics to prepare mathematics teachers to teach for social justice

In this article, we propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools derived from social semiotics can serve two related goals: (1) to deconstruct the “math is math period!” disposition in prospective teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform and (2) to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices of school mathematics. After reviewing research on the social semiotics of mathematics education, we discuss two sample teacher education tasks designed with the above goals in mind.     

African American and European American children in diverse elementary classrooms: social integration, social status, and social behavior

With a sample of African American and European American 3rd- and 4th-grade children (N = 486, ages 8-11 years), this study examined classroom ethnic composition, peer social status (i.e., social preference and perceived popularity as nominated by same- and cross-ethnicity peers), and patterns of ethnic segregation (i.e., friendship, peer group, and cross-ethnicity dislike). African American--but not European American--children had more segregated relationships and were more disliked by cross-ethnicity peers when they had fewer same-ethnicity classmates. African American children's segregation was positively associated with same-ethnicity social preference and perceived popularity and with cross-ethnicity perceived popularity. European American children's segregation was positively associated with same-ethnicity social preference but negatively associated with cross-ethnicity social preference and perceived popularity.     

以社会哲学为视角探讨社会稳定问题

任何社会形态中,都将追求社会长期稳定作为最终的目标,当前我国进入社会转型加快发展时期,发展过程中,伴随新的社会问题出现的同时,产生不少社会不稳定因素,对我国社会的健康稳定,可持续发展构成了威胁。以社会哲学为视角探讨社会稳定问题,很有实际意义,可以做到从实际出发解决当前社会出现的新情况和新问题。     

大学生性格与社交回避及社交苦恼的关系

对459名在校大学生性格与社交回避及社会苦恼的相关关系进行了测查探索,以社交回避及苦恼量表(SADS)和A型、B型性格测试.结果:男女生社交回避量表得分、社交苦恼量表得分和SADS总分有显著差异(p＜0.05);不同的性格类型个体在社交回避和社交苦恼及SADS总分上均存在显著性差异;性格测试总分与社交回避和社交苦恼及SADS总分上都存在不同程度的正相关.结论A型性格类型的大学生其A型倾向越明显,越容易产生社交苦恼,更易出现社交回避行为.