Conceptual and Methodological Innovations in Research into
Educational Inequalities

J 2011

Conceptual and Methodological Innovations in Research into Educational Inequalities

SIMONOVÁ, Natálie and Tomáš KATRŇÁK

Basic information

Original name

Conceptual and Methodological Innovations in Research into Educational Inequalities

Name in Czech

Konceptuální a metodologické Inovace ve výzkumu vzdělanostních nerovností

Authors

SIMONOVÁ, Natálie (203 Czech Republic) and Tomáš KATRŇÁK (203 Czech Republic, guarantor, belonging to the institution)

Edition

Sociological Theory and Methods, 2011, 0913-1442

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50000 5. Social Sciences

Country of publisher

Japan

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 0.000

RIV identification code

RIV/00216224:14230/11:00053605

Organization unit

Faculty of Social Studies

UT WoS

000290815100012

Keywords in English

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

Abstract

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.

Links

MSM0021622408, plan (intention)

Name: Reprodukce a integrace společnosti (Acronym: IVRIS)

Investor: Ministry of Education, Youth and Sports of the CR, Reproduction and integration of society

Citovat

SIMONOVÁ, Natálie and Tomáš KATRŇÁK. Conceptual and Methodological Innovations in Research into Educational Inequalities. Sociological Theory and Methods. 2011, vol. 26, No 1, p. 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 and Tomáš KATRŇÁK. Conceptual and Methodological Innovations in Research into Educational Inequalities. \textit{Sociological Theory and Methods}. 2011, vol.~26, No~1, p.~197-213. ISSN~0913-1442.

Detailed Information on Publication Record