Abstract
Sociologists have conducted numerous scholarly analyses of education and its impact on society. Many early studies, especially those by sociologists of education, are models of insight into the dynamics of social institutions. These researchers (e.g., Bidwell 1965; Coleman 1961, 1988, 1990; Dreeben 1968; Durkheim 1961; Kerckhoff 1976, 1993; Meyer 1977; Weber 1978) formulated powerful middle-range theories which laid the foundation for current analyses of schools. What was absent from this early research was rigorous empirical tests of these theories.
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Hallinan, M.T. (2011). Improving the Interaction Between Sociological Research and Educational Policy. In: Hallinan, M. (eds) Frontiers in Sociology of Education. Frontiers in Sociology and Social Research, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1576-9_1
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DOI: https://doi.org/10.1007/978-94-007-1576-9_1
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