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Frontiers in Sociology of Education pp 87–109Cite as

Methodological Transactionalism and the Sociology of Education

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Part of the book series: Frontiers in Sociology and Social Research ((FSSR,volume 1))

Abstract

The development and spread of research methods in sociology can be understood as a story about the increasing sophistication of tools in order to better answer fundamental disciplinary questions. In this chapter, we argue that recent developments, related to both increased computing power and data collection ability along with broader cultural shifts emphasizing interdependencies, have positioned Social Network Analysis (SNA) as a powerful tool for empirically studying the dynamic and processual view of schooling that is at the heart of educational theory. More specifically, we explore how SNA can help us both better understand as well as reconceptualize two central topics in the sociology of education: classroom interaction and status attainment. We conclude with a brief discussion about possible future directions network analysis may take in educational research, positing that it will become an increasingly valuable research approach because our ability to collect streaming behavioral and transactional data is growing rapidly.

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Authors and Affiliations

  1. School of Education, Stanford University, Stanford, CA, 94305-3084, USA

    Daniel A. McFarland, David Diehl & Craig Rawlings

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  1. Daniel A. McFarland
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  2. David Diehl
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  3. Craig Rawlings
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Correspondence to Daniel A. McFarland .

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  1. , Dept. Sociology, University Notre Dame, Flanner Hall 1017, Notre Dame, 46556, Indiana, USA

    Maureen T. Hallinan

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McFarland, D.A., Diehl, D., Rawlings, C. (2011). Methodological Transactionalism and the Sociology of Education. 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_5

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