Conceptual and Methodological Innovations in Research into Educational Inequalities

Varování

Publikace nespadá pod Filozofickou fakultu, ale pod Fakultu sociálních studií. Oficiální stránka publikace je na webu muni.cz.
Název česky Konceptuální a metodologické Inovace ve výzkumu vzdělanostních nerovností
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SIMONOVÁ Natálie KATRŇÁK Tomáš

Rok publikování 2011
Druh Článek v odborném periodiku
Časopis / Zdroj Sociological Theory and Methods
Fakulta / Pracoviště MU

Fakulta sociálních studií

Citace
www http://www.fss.muni.cz/~katrnak
Obor Sociologie, demografie
Klíčová slova educational research; access to education; educational inequality; measures of inequality
Popis This paper provides a survey of the key thematic and methodological milestones in research into educational inequalities. The article focuses on authors and concepts that introduced major innovations and contributed to significant advancements in the analysis and knowledge of educational inequalities. We have distinguished three periods, focusing on two key concepts in each. The first period is represented by the basic model of the process of stratification and the social-psychological model. The second period includes the educational allocation concept and the theory of maximally maintained inequality (MMI). Finally, the third period is described on the grounds of the multinomial transition model and the theory of effectively maintained inequality (EMI). Across these development stages, three of the above-mentioned concepts are presented as breakthrough methodological innovations while another three concepts are viewed as thematic (interpretational) innovations, closely linked to the development of quantitative methods used to analyse educational inequalities.
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