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Engaged theory does. By comparison, grounded theory, a very different approach, suggests that empirical data collection is a neutral process that gives rise to theoretical claims out of that data. Engaged theory, to the contrary, treats such a claim to value neutrality as naively unsustainable. Engaged theory is thus reflexive in a number of ways:
The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education.
Early childhood peers engaged in parallel play. In sociology, a peer group is both a social group and a primary group of people who have similar interests , age, background, or social status. Members of peer groups are likely to influence each others' beliefs and behaviour. [1]
Examples include study groups, sports teams, schoolmates, attorney-client, doctor-patient, coworkers, etc. Cooley had made the distinction between primary and secondary groups, by noting that the term for the latter refers to relationships that generally develop later in life, likely with much less influence on one’s identity than primary groups.
The term "public sociology" was first introduced by Herbert Gans in his 1988 ASA presidential address, "Sociology in America: The Discipline and the Public". [5] For Gans, primary examples of public sociologists included David Riesman, author of The Lonely Crowd (one of the best-selling books of sociology ever to be written), and Robert Bellah, the lead author of another best-selling work ...
Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades and qualifications), but in understanding the material and incorporating or internalizing it in their lives."
Individuals with only somewhat different views of school, however, are likely to belong to the same clique, and socialization is likely to decrease their differences over time. For example, girls' decisions about enrollment in advanced math are significantly related to those of their close friends. [18]
Since middle school students tend to value education more, [citation needed] retention should be used when they are judged not to have adequate skills before entering high school. It is also argued that social promotion, by preventing elementary students from advancing at their own pace, is a key reason why they do not take their education ...