Conceptual and Methodological Innovations in Research into
Educational Inequalities

J 2011

Conceptual and Methodological Innovations in Research into Educational Inequalities

SIMONOVÁ, Natálie a Tomáš KATRŇÁK

Základní údaje

Originální název

Conceptual and Methodological Innovations in Research into Educational Inequalities

Název česky

Konceptuální a metodologické Inovace ve výzkumu vzdělanostních nerovností

Autoři

SIMONOVÁ, Natálie (203 Česká republika) a Tomáš KATRŇÁK (203 Česká republika, garant, domácí)

Vydání

Sociological Theory and Methods, 2011, 0913-1442

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50000 5. Social Sciences

Stát vydavatele

Japonsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 0.000

Kód RIV

RIV/00216224:14230/11:00053605

Organizační jednotka

Fakulta sociálních studií

UT WoS

000290815100012

Klíčová slova anglicky

educational research; access to education; educational inequality; measures of inequality

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 20. 4. 2012 09:58, Ing. Alena Raisová

Anotace

V originále

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.

Návaznosti

MSM0021622408, záměr

Název: Reprodukce a integrace společnosti (Akronym: IVRIS)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Reprodukce a integrace společnosti

Citovat

SIMONOVÁ, Natálie a Tomáš KATRŇÁK. Conceptual and Methodological Innovations in Research into Educational Inequalities. Sociological Theory and Methods. 2011, roč. 26, č. 1, s. 197-213. ISSN 0913-1442.

@article{954185,
   author = {Simonová, Natálie and Katrňák, Tomáš},
   article_number = {1},
   keywords = {educational research; access to education; educational inequality; measures of inequality},
   language = {eng},
   issn = {0913-1442},
   journal = {Sociological Theory and Methods},
   title = {Conceptual and Methodological Innovations in Research into Educational Inequalities},
   url = {http://www.fss.muni.cz/~katrnak},
   volume = {26},
   year = {2011}
}

TY  - JOUR
ID  - 954185
AU  - Simonová, Natálie - Katrňák, Tomáš
PY  - 2011
TI  - Conceptual and Methodological Innovations in Research into Educational Inequalities
JF  - Sociological Theory and Methods
VL  - 26
IS  - 1
SP  - 197-213
EP  - 197-213
SN  - 09131442
KW  - educational research
KW  - access to education
KW  - educational inequality
KW  - measures of inequality
UR  - http://www.fss.muni.cz/~katrnak
N2  - 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.
ER  -

SIMONOVÁ, Natálie a Tomáš KATRŇÁK. Conceptual and Methodological Innovations in Research into Educational Inequalities. \textit{Sociological Theory and Methods}. 2011, roč.~26, č.~1, s.~197-213. ISSN~0913-1442.

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