Sociology of Education or Education without Sociology? Effort of a Science-Based Research

Q1 Social Sciences
G. Zborovsky
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Abstract

Introduction. As the number of scientific publications on the problems of education increases, it is increasingly possible to detect the desire of authors to consider them as sociological. Meanwhile, many of them do not meet the requirements for articles based on data from sociological empirical studies. In this regard, there is a need to separate publications of different nature, orientation, and functions, which focus on the problems of education. The purpose of the article is to analyze the criteria for attributing publications to the disciplinary field of sociology of education and to identify their specifics. Achieving this goal will clarify the issue of trust in scientific publications, research results, and the appropriateness of their use for making managerial decisions in the field of education. Materials and Methods. The object of the research is scientific journals that publish articles on education issues on a regular basis, including under the heading “Sociology of Educationˮ. The sample includes relevant publications and publications in them for the last 5 years. The subject of the study was the content of publications that were classified either by publications or by the authors of articles as sociological. The main methods used were content analysis and historical and sociological analysis. Results. The specifics of the subject field of sociology of education and the trends of its formation and development are determined. The main criteria for determining the differences of publications in the field of sociology of education are formulated. Discussion and Conclusion. The article is devoted to the experience of science-based research. In the process of discussing the results obtained, attention is drawn to the specific nature, special tasks and functions of sociological research and publications in the field of education. The importance of these results for improving the quality of empirical studies of education and publications based on them, as well as the possibility of using them to solve its practical problems, is shown.
教育的社会学还是没有社会学的教育?科学研究的努力
介绍。随着关于教育问题的科学出版物数量的增加,越来越有可能发现作者希望将其视为社会学问题。同时,也有很多不符合社会学实证研究数据的文章要求。在这方面,有必要将不同性质、方向和功能的出版物分开,重点放在教育问题上。本文的目的是分析将出版物归属于教育社会学学科领域的标准,并确定其具体特点。实现这一目标将澄清对科学出版物、研究结果的信任问题,以及在教育领域利用它们作出管理决策的适当性。材料与方法。这项研究的对象是定期发表有关教育问题文章的科学期刊,包括以“教育社会学”为标题的期刊。样本包括近5年的相关出版物和其中的出版物。该研究的主题是出版物的内容,这些出版物要么被出版物分类,要么被文章作者分类为社会学。采用的主要方法是内容分析和历史社会学分析。确定了教育社会学学科领域的特点及其形成和发展的趋势。提出了确定教育社会学领域出版物差异的主要标准。讨论与结论。这篇文章致力于科学研究的经验。在讨论所获得的结果的过程中,人们注意到社会学研究和出版物在教育领域的具体性质、特殊任务和功能。这些结果对于提高基于它们的教育和出版物的实证研究的质量的重要性,以及利用它们来解决其实际问题的可能性。
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来源期刊
Integration of Education
Integration of Education Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
37
审稿时长
16 weeks
期刊介绍: The journal was established by the resolution of the Russian Federation State Committee on Higher Education, the Ministry of Education of the Russian Federation, the State Assembly and Government of Republic of Mordovia of 12 July 1995. Integration of Education publishes original researches in the field of integration of education. The names and content of the Journal’s sections correspond to the fields of science and groups of specialties of scientific workers in accordance with the Nomenclature of Scientific Specialties in which academic degrees are awarded: 19.00.00 PSYCHOLOGY 13.00.00 PEDAGOGY 22.00.00 SOCIOLOGY
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