Patrick Joyce – A Retrospective     

David Nash 《Cultural and Social History》2016,13(2)

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Individualism, Community, and Education: An Exchange of Views     

Robert S. Griffin  Robert J. Nash 《Educational theory》1990,40(1):1-18

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On Two Critiques of the Marxist Sociology of Education     

Roy Nash 《British Journal of Sociology of Education》1984,5(1):19-31

Marxist sociology of education has been criticised in recent papers by Hickox and Hargreaves. It is argued that these writers largely misunderstand and misrepresent the work they criticise. Hickox attributes a position to Marxist sociologists of education which few, if any, now hold. Hargreaves makes a more powerful case, but is insufficiently familiar with Marxist scholarship to grasp the nature of the Marxist project.  相似文献   

Numbers and Narratives: Further reflections in the sociology of education   总被引：1，自引：0，他引：1  

Roy Nash 《British Journal of Sociology of Education》2002,23(3):397-412

A realist framework, integrating qualitative and quantitative methods, is advocated for the sociology of education. The case for a 'numbers and narratives' approach is supported by an analysis of several fundamental problems. Realist forms of sociological explanation require specification of properties at the three distinct levels of social structure, individual disposition, and action within social practice. It is argued that the quantification of these properties is most satisfactorily achieved within a materialist theory of measurement. Many of the problems that arise with quantitative work are shown to have their origin in an inadequate theory of measurement and to be sustained by an unsound concept of 'statistical explanation'. It is concluded that the most satisfactory response to these problems, however, lies not in the celebration of qualitative work, situated in a relationship of opposition, but in the development of an integrated structure-disposition-practice explanatory scheme for the sociology of education.  相似文献   

Controlling for ‘ability’: a conceptual and empirical study of primary and secondary effects     

Roy Nash 《British Journal of Sociology of Education》2006,27(2):157-172

Although Boudon’s distinction between primary and secondary effects, and its associated rational action models of inequality of educational opportunity, have been more influential in the field of social stratification and mobility than in the sociology of education, there is good reason to reconsider the theoretical and practical implications of this approach. The investigation brings conceptual analysis and empirical research to bear on Boudon’s arguments in a manner that may be somewhat unorthodox. The theoretical arguments are developed in the context of a detailed empirical investigation of three transitions—age 10 to O‐level, O‐level to A‐level, and A‐level to degree—using the extensive 1970 British Cohort Study. It is concluded that primary and secondary effects should be recognised as methodological rather than theoretical concepts, that the techniques used to identify them are independent of rational action theory and that, contrary to an influential position, the evidence suggests that primary effects are more important than secondary effects in the generation of social disparities in access to education  相似文献   

The multiple sides of the same tool: Cognitive development as a matter of social constructions and meanings     

Felice Carugati  Michel Gilly 《European Journal of Psychology of Education - EJPE》1993,8(4):345-354

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Contributing factors to long‐term citation count in marine and freshwater biology articles          下载免费PDF全文

Joshua R. Nash  Rafael J. Araújo  Geoffrey S. Shideler 《Learned Publishing》2018,31(2):131-139

Researchers have investigated factors thought to affect the total number of citations in various academic disciplines, and some general trends have emerged. However, there are still limited data for many fields, including aquatic sciences. Using papers published in 2003–2005 (n = 785), we investigated marine and freshwater biology articles to identify factors that may contribute to the probability of citation and for cumulative citation counts over 10 years. We found no relationships with probability of citation; however, we found evidence that for those that were cited at least once, cumulative citations were related to several factors. Articles cited by books received more citations than those never cited by books, which we hypothesized to be indicative of the impact an article may have in the field. We also found that articles first cited within 2 years of publication received more cumulative citations than those first cited after 2 years. We found no evidence that self‐citation (as the first citation) had a significant effect on total citations. Our findings were compared with previous studies in other disciplines, and it was found that aquatic science citation patterns are comparable to fields in science and technology but less so to humanities and social sciences.  相似文献   

Equality of Educational Opportunity: In defence of a traditional concept   总被引：2，自引：0，他引：2  

Roy  Nash 《Educational Philosophy and Theory》2004,36(4):361-377

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What Professional Responsibility Means to Teachers: national contexts and classroom constants     

Patricia Broadfoot  Marilyn Osborn  M. Gilly  A. Paillet 《British Journal of Sociology of Education》1988,9(3):265-287

This article discusses some of the findings pertaining to how teachers see their work which were produced by a comparative study of 360 French and 360 English primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner‐city, average suburban and affluent suburban— in Avon, UK and Bouches du Rhone, France. Four major dimensions of difference between the two national contexts are identified in terms of the range of professional activities undertaken; the ambiguity of the teacher's task; the style of pedagogy and the relative importance to teachers of the process as against the products of learning.

Against a background of contemporary policy changes which seem likely to render the teaching context increasingly similar in the two countries, the article argues that attempts to change teachers’ practice without due regard to those conceptions of professional responsibility which are deeply rooted in particular national traditions as well as more general classroom realities, will result in a lowering of morale and decreased effectiveness.  相似文献   

Teachers' Conceptions of their Professional Responsibility: some international comparisons     

Patricia Broadfoot  Marilyn Osborn  Michel Gilly  Arlette Paillet 《比较教育学》1987,23(3):287-301

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