| 一、課程基本資料 Course Information |
科目名稱 Course Title：
(中文)教育社會學
(英文)SOCIOLOGY OF EDUCATION |
開課學期 Semester：110學年度第2學期
開課班級 Class：社碩一 |
| 授課教師 Instructor：關秉寅
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| 科目代碼 Course Code：MSO76501 |
單全學期 Semester/Year：單 |
分組組別 Section： |
| 人數限制 Class Size：8 |
必選修別 Required/Elective：選 |
學分數 Credit(s)：3 |
| 星期節次 Day/Session： 一567 |
前次異動時間 Time Last Edited：111年01月17日14時05分 |
| 社會學系(碩士班)基本能力指標 Basic Ability Index |
編號
Code |
指標名稱
Basic Ability Index |
本科目對應之指標
Correspondent Index |
達成該項基本能力之考評方式
Methods Of Evaluating This Ability |
| 1 | 具備社會學思考的專業能力
The professional ability to think sociologically. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
》外文閱讀
| | 2 | 具備社會科學研究的分析能力
The ability to analyze social scientific research. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
》外文閱讀
| | 3 | 具備獨立完成專業研究的能力
The professional ability to conduct research independently. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
》外文閱讀
| | 4 | 具備批判社會現象的能力
The ability to analyze social phenomenon critically. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
》外文閱讀
| | 5 | 具備全球與跨文化的視野
The views with global and cross-cultural concerns. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
》外文閱讀
| | 6 | 具備分析在地與區域社會問題的能力
The ability to analyze social problems in both local and regional scales. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
》外文閱讀
| | 7 | 具備應用社會學專業知識的能力
The ability to apply sociological professional knowledge. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
| | 8 | 具備分析社會趨勢與社會政策的能力
The ability to analyze social trends and social policies. | ● | 》出缺席狀況
》課堂討論與表現
》報告(含個人或小組、口頭或書面、專題、訪問、觀察等形式)
》實作(含分組演練/合作等)
》資料蒐集與分析
》外文閱讀
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二、指定教科書及參考資料 Textbooks and Reference
(請修課同學遵守智慧財產權，不得非法影印) |
●指定教科書 Required Texts
1. Brint, Steven (2017). Schools and Societies. Stanford Social Sciences. 3rd edition. (Brint)
2. Mehta, Jal and Scott Davies (eds.) (2018). Education in a New Society: Renewing the Sociology of Education. University of Chicago Press. (M & D)
3. Sadovnik, Alan and Ryan Coughlan (eds.) (2016). Sociology of Education: A Critical Reader. 3rd Edition. New York: Routledge. (S & C)
4. Arum, Richard, Irenee R. Beatti, & Karly Ford (eds.) (2015). The Structure of Schooling: Readings in the Sociology of Education. Sage Publications. (A et al.)
5. Schneider, Barbara and Guan Kung Saw (2018). Handbook of the Sociology of Education in the 21st Century. Springer International Publishing. (S & S)
6. *Ballantine, Jeanne H., Joan Z. Spade, & Jenny M. Stuber (eds.) (2018). Schools and Society: A Sociological Approach to Education. Pine Forge Press. (B et al.)
7. *Thurston Domina, Benjamin G. Gibbs, Lisa Nunn and Andrew Penner (eds.) (2019). Education and Society An Introduction to Key Issues in the Sociology of Education. University of California Press. (T et al.)
●參考書資料暨網路資源 Reference Books and Online Resources
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| 三、教學目標 Objectives |
本課程之教學目標如下：
1、對於教育社會學一些重要的理論觀點、主要議題及相關實證研究有廣泛的認識及瞭解。
2、能夠討論、評估及批判教育社會學相關理論觀點及實證研究的優缺點。
3、在本課程學習的基礎上，發展出一可行的研究計畫，並做初步資料分析。研究計畫以提出學術研討會論文或學位論文為目標。
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The course objectives are as follows:
1. To understand the essential theoretical perspectives and core issues and their related empirical research in the sociology of education.
2. To discuss and critically assess various theoretical perspectives and related research.
3. To propose a research project and conduct preliminary data analysis based on the learning in this course. The project aims to develop a conference paper or a thesis. |
| 四、課程內容 Course Description |
●整體敘述 Overall Description
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●分週敘述 Weekly Schedule
| 週次 Wk |
日期 Date |
課程內容 Content |
備註 Note |
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1 |
2/21 |
課程介紹：
1.什麼是教育社會學？為何研究教育社會學？你對這門課有何期待？
2.教育相關追蹤資料庫簡介
3.B et al., Introduction.
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各週報告分工 |
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2 |
2/28 |
和平紀念日放假。 |
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3 |
3/7 |
教育社會學與學校教育
Readings:
1.Brint, Ch. 1 & 2
2.M & D, Ch. 1
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4 |
3/14 |
理論綜觀；功能論、衝突論、再製論
Readings:
1. & C, Ch. 1
2.S & C, Ch. 3、4
3.*Parsons, T. (1959). “The School Class as a Social System.” Harvard Educational Review, 29(4), 298-318.
4.*A et al., Ch. 11
5.*Giroux, H. (1983). “Theories of Reproduction and Resistance in the New Sociology of Education.” Harvard Education Review, 53(3), 257-293.
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*參考閱讀 |
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5 |
3/21 |
人力資本、文化資本、社會資本與教育
Readings:
1.S & C, Ch. 6、7
2.A et al., Ch. 5、6 |
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6 |
3/28 |
人力資本、文化資本、社會資本與教育：實證研究
Readings:
1.Schoon, I. (2008). “A Transgenerational Model of Status Attainment: the Potential Mediating Role of School Motivation and Education.” National Institute Economic Review 205(1): 72-82.
2.Geven, S. & van de Werfhorst (2020). “The Role of Intergenerational Networks in Students’ School Performance in Two Differentiated Educational Systems: A Comparison of Between- and WithinIndividual Estimates.” Sociology of Education 93(1):40-64.
3.*Morgan, S. L. & J. J. Todd (2009). “Intergenerational Closure and Academic Achievement in High School: A New Evaluation of Coleman's Conjecture.” Sociology of Education 82:267-285.
4.Lareau, A. (1987). “Social Class Differences in Family-School Relationships: The Importance of Cultural Capital.” Sociology of Education 60:73-85.
5.*Gamoran, A., H. K. Miller, & J. E. Fiel, (2021). “Social Capital and Student Achievement: An Intervention-Based Test of Theory.” Sociology of Education 94(4): 294-315.
6.Aschaffenburg, K. & I. Maas (1997). “Cultural and Educational Careers: The Dynamics of Social Reproduction.” American Sociological Review 62: 573-587.
7.*Kingston, P. (2001). “The Unfulfilled Promise of Cultural Capital Theory.” Sociology of Education Extra Issue: 88-99.
8.Lareau, A. & E. B. Weininger. 2003. “Cultural Capital in Educational Research: A Critical Assessment.” Theory and Society 32: 567-606.
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7 |
4/4 |
學術交流周 |
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8 |
4/11 |
新制度論與教育
Readings:
1.S & C, Ch. 9
2.M & D, Ch. 2 & 5
3.*Benavot, A. (1997) “Institutional approach to the Study of Education,” Pp. 340-345 in Lawrence Saha (ed.) International Encyclopedia of the Sociology of Education. Oxford, UK: Elsevier Science.
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9 |
4/18 |
新制度論與教育：實證研究
1.Boli, J., Ramirez, F. O., and J. W. Meyer (1985). “Explaining the Origins and Expansion of Mass Education.” Comparative Education Review 29(2): 145-170.
2.Schofer, E. and J. W. Meyer (2005). “The World-Wide Expansion of Higher Education in the Twentieth Century.” American Sociological Review 70(6), 898-920.
3.Baker, D. P. (2009). The educational transformation of work: towards a new synthesis. Journal of Education and Work 22(3):163-191.
4.*Ramirez, F.O. and J. Boli. (1987). “The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization.” Sociology of Education 60(1), 2-18.
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10 |
4/25 |
期中研究計畫報告 |
建議就指定教科書中找到有興趣的研究議題，並在該議題基礎上，結合可供分析的資料，發展期末報告的研究計畫。 |
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11 |
5/2 |
專題1：學校教育與階層化
Readings:
1.Brint, Ch. 6 & 7
2.Downey, D. B., and Condron, D. J. (2016). “Fifty years since the Coleman Report: Rethinking the Relationship between Schools and Inequality.” Sociology of Education 89(3), 207-220.
3.*Raudenbush, S. W. and Eschmann, R. D. (2015) Does Schooling Increase or Reduce Social Inequality? Annual Review of Sociology. 41:443–70.
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12 |
5/9 |
專題2：教育擴張與階層化
1.Hannum, E., et al. (2019). Education in East Asian Societies: Postwar Expansion and the Evolution of Inequality. Annual Review of Sociology 45:625-647.
2.*Arum, R., A. Gamoran, & Y. Shavit (2017). More Inclusion Than Diversion: Expansion, Differentiation, and Market Structure in Higher Education.
3.Tsai, S.-L. (2017). Taiwan: Higher Education-Expansion and Equality of Educational Opportunity.
4.張宜君、林宗弘（2015）。〈台灣的高等教育擴張與階級複製：混合效應維繫的不平等〉，《臺灣教育社會學研究》，15(2): 85-129。
5.*關秉寅、彭思錦、崔成秀（2019）。〈臺灣高教擴張對年輕世代薪資及職業的影響：反事實的分析〉。《人文及社會科學集》 31(4)：555-599。
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13 |
5/16 |
專題3：學校效應
1.Sorensen, A. B. & S. L. Morgan (2000). “School Effects: Theoretical and Methodological Issues.”
2.Brint, Ch. 8.
3.Jennings, J. L., et al. (2015). “Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century.” Sociology of Education 2015, 88(1) 56–82.
4.Huang, M.-H. (2021). Distribution of Student Cognitive and Non-Cognitive Abilities and Family Socioeconomic Status across Schools: Differences between Junior and Senior High Schools over Time and across Countries. EurAmerica 51(2): 357-427.
5.*S & S, Ch. 12 & 23.
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14 |
5/23 |
演講：
講者：姜以琳（政治大學社會系助理教授）
講題：學神爭霸：新一代中國菁英如何準備全球化競爭
Reading
1.T et al., Case Study 3
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15 |
5/30 |
專題5：補習：正式學校外的學習
Readings
1.Park, H., et al. (2016). Learning Beyond the School Walls: Trends and Implications. Annual Review of Sociology 42:231-252.
2.Byun, S., Chung, H., and Baker, D. P. (2018). “Global Patterns of the Use of Shadow Education: Student, Family, and National Influences.” Research in the Sociology of Education, 20, 71-105.
3.Huang, M.-H. (2020). “Compensatory Advantage and the Use of Out-of-School-Time tutorials: Across-National Study.” Research in Social Stratification and Mobility https://doi.org/10.1016/j.rssm.2020.100472.
4.*Kuan, P.-Y. (2011). “Effects of Cram Schooling on Mathematics Performance: Evidence from Junior High Students in Taiwan.” Comparative Education Review 55 (3), 342-368.
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16 |
6/6 |
專題6：教育與轉大人
Readings:
1.S & S, Ch. 16.
2.Posselt, J. R. & and E. Grodsky (2017). “Graduate Education and Social Stratification.” Annual Review of Sociology 43:353–78.
3.Bol, T., et al. (2019). “School-to-Work Linkages, Educational Mismatches, and Labor Market Outcomes.” American Sociological Review 84(2) 275-307.
4.*Van de Werfhorst, H. G. & G. Kraaykamp (2001). “Four Field-Related Educational Resources and Their Impact on Labor, Consumption, and Sociopolitical Orientation.” Sociology of Education 74(4): 296-317.
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17 |
6/13 |
期末研究討論 |
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18 |
6/20 |
期末研究報告 |
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五、考評及成績核算方式 Grading |
| 配分項目 Items |
次數 Times |
配分比率 Percentage |
配分標準說明 Grading Description |
| 各週閱讀文獻報告 | | 70% | | | 期中報告 | | 10% | | | 期末報告 | | 20% | |
| 配分比率加總 |
100% |
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| 六、授課教師課業輔導時間和聯絡方式 Office Hours And Contact Info |
●課業輔導時間 Office Hour
週一 中午12點至下午1點 |
●聯絡方式 Contact Info
| 研究室地點 Office： |
EMAIL：soci1005@gmail.com |
| 聯絡電話 Tel： |
其他 Others： |
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| 七、教學助理聯絡方式 TA’s Contact Info
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| 教學助理姓名 Name |
連絡電話 Tel |
EMAIL |
其他 Others |
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八、建議先修課程 Suggested Prerequisite Course |
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九、課程其他要求 Other Requirements |
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十、學校教材上網、數位學習平台及教師個人網址 University’s Web Portal And Teacher's Website |
學校教材上網網址 University’s Teaching Material Portal：
東吳大學Moodle數位平台：http://isee.scu.edu.tw |
學校數位學習平台 University’s Digital Learning Platform：
☐東吳大學Moodle數位平台：http://isee.scu.edu.tw
☐東吳大學Tronclass行動數位平台：https://tronclass.scu.edu.tw |
| 教師個人網址 Teacher's Website： |
| 其他 Others： |
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十一、計畫表公布後異動說明 Changes Made After Posting Syllabus |
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