Theoretical notes on the sociological analysis of school reform networks

Nearly two decades ago, Ladwig outlined the theoretical and methodological implications of Bourdieu’s concept of the social field for sociological analyses of educational policy and school reform. The current analysis extends this work to consider the sociological import of one of the most ubiquitous forms of educational reform found around the planet: school reform networks. On the one hand, this analysis highlights the extent to which schooling is composed of multiple, co-existing social fields, which offer school reform networks ample leverage points for change. On the other hand, the degree to which reform networks hope to realise their ambitions fundamentally depends on their capacity to leverage the transferability of capitals among those social fields that govern the daily practices of schooling.     

大学生自杀成因的社会学透视

大学生自杀是一种复杂的社会现象,其存在的必然性具有多重的社会原因。大学生自杀的家庭影响、社会文化和高等教育等方面的缺失是其基本成因,这对于构建一个包括社会、学校、家庭在内的“三位一体”的大学生自杀防控体系具有重要意义。     

Understanding students' use and value of technology for learning

Despite significant research in the field of educational technology, there is still much we do not fully understand about students' experiences with technology. This article proposes that research in the field of educational technology would benefit from a sociological framing that pays attention to the understandings and lives of learners. Within a broader study that aimed to investigate students' use and value of technologies guided by Bourdieu's sociological theory, this article reports on qualitative embedded case study data of 12 students in years 9 and 10 from two Australian secondary schools. The article provides detailed accounts of students' experiences with technologies in various contexts with consideration of the milieu in which technology use occurred, illustrating the heterogeneous and complex network of influencing factors on students' technology practices. The findings and discussion augment the application of Bourdieu's concepts of field, habitus and capital as a tool to view and understand students' varied and complex experiences and relationships with technology.     

我国民族传统体育研究特点的社会学审视

采用文献资料法和逻辑分析法等,分析描述我国民族传统体育研究的特点。运用社会学想象力深入剖析民族传统体育研究的个人局限性与社会结构公众认识的差距,进一步深入研究民族传统体育的路径为:跳出民族志研究的横向坐标,融入民族史研究的纵向坐标,研究民族传统体育在传播路径和文化交融上的聚焦点;积聚和辐射的均衡是民族传统体育可持续研究的最优路径。     

晋南民俗体育的不同社会学视域考察

采用文献研究和访谈法,对晋南地区的民俗体育从不同视角进行社会学分析,考察了晋南民俗体育在社会良性运行中的功能,并通过晋南民俗体育的存在与发展现状对其社会本质进行了揭示,并在微观层次上剖析了民俗体育文化主体的动机、目的、目标。     

国际体坛不平等现象的社会学分析及中国竞技体育的使命

在国际体坛中存在着性别不平等、种族不平等、国家和地区间不平等的现象。针对现象进行了社会学分析,并就中国竞技体育在消除不平等现象所承担的责任和使命进行进行了阐述。     

21世纪: 中国社会生活方式与体育的社会学透视

以百年嬗变进程的中国社会为背景，通过对城乡生活方式趋同与体育；城市生活方式的新特点与家庭体育；生活方式多元化及消费阶层化与体育；消费新潮中的体育消费；老人生活与体育等的讨论，粗略地透视了21世纪的中国社会生活方式与体育。     

职业生涯规划的理论基础

大学生职业生涯规划教学日益受到重视,而厘清职业生涯规划的理论基础是成功开展职业生涯规划教学工作的首要任务。支撑职业生涯规划的理论涉及哲学、心理学、教育学、管理学、社会学各个领域。人的全面自由发展、人与社会和谐进步为职业生涯规划提供了哲学理论基础;人的天赋差异、无限潜能以及动机行为学等理论成果为职业生涯规划提供了心理学基础;个人价值与社会价值的统一、合理配置人才资源、构建和谐社会则是职业生涯规划的社会学基础。     

社会学视野下农村幼儿教师队伍建设研究——以河南省驻马店市为例

以河南驻马店农村幼儿教师的现状为例进行调研,发现目前农村幼儿教育存在教师队伍不稳定、素质偏低等问题,已是制约学前教育发展的瓶颈。文章溯本求源,结合社会学相关理论进行归因分析,提出了一些有利于改善其状况的对策和建议。     

The organizational identity of Ukrainian universities as claimed through their mission statements

After the Revolution of Dignity (2014), Ukraine signed an Association Agreement with the European Union. In the context of European integration, new legislation on higher education has been adopted. Changes in the institutional environment expect responses from higher education institutions, in particular changes in the organizational identities of Ukrainian universities that are claimed through the mission statements. As Ukrainian universities are in the stage of transition from the Soviet past to the European future, it is of primary importance how they interpret and respond to the changes in the institutional environment, claiming their organizational identity through mission statements. To answer this question, sociological institutionalism is applied as a theoretical framework for the exploration of how institutions shape the organizational identities of universities. A content analysis of the mission statements of 46 Ukrainian universities was conducted: 26 defined before the adoption of the new legislation on higher education in 2014 and 20 formulated after this date.