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The educational system as such has been neglected in the sociology of education, which decreasingly addresses this social institution as a whole. The origins of educational systems, why they have different internal structures & external relations to society, & how differences in structural characteristics affect operations & processes of change have received little theoretical attention. Following a brief examination of the 'old' & 'new' sociologies of education, & efforts to provide a synthesis of the two, three modern strands in sociological theory are examined in relation to educational systems: neo-Marxism, neofunctionalism, & neo-Weberian sociology. Certain modern developments in each can contribute to a proper sociology of educational systems, although with some theoretical elaboration. An adequate theory of educational systems would deal with both their origins & operations; the morphogenetic perspective is recommended as a general framework. Modified AA.

Policing America's Educational Systems, edited by John Harrison Watts, describes methods of policing modern educational settings, covering both K-12 public school and public or private colleges and universities. Using topical examples, subject-matter experts introduce the history of policing in elementary and high schools, the legal context governing educational institutions, and ways to assess risk and prevent or respond to crime, including active-shooter incidents. The opening section covers primary and secondary education, while the second focuses on postsecondary educational settings. A final section offers a theoretical approach to understanding campus crime and discusses the role of counseling and mental health in keeping students safe. A concluding chapter looks at the future of policing in education. Contributors bring both academic and practitioner experience to each topic covered, and useful features include learning objectives, chapter summaries, key terms, and discussion questions that further explore the issues and controversies covered in that section. This textbook is designed for courses in school or campus policing within criminal justice, social work, and sociology programs, and is also appropriate for in-service training for professionals involved in school or campus policing and safety.

AbstractComprehensive assessment can lead to informed decision making in our schools. In the past, the focus of evaluation has been too narrow.

Educational programs are increasingly using multimedia tools, interactive technology, and applications in recent years. Monitoring the learning efficacy of students, as supervise from interactions with learning objects provided as well as interactions with other users. This affords a need to collect, analyze, and track the different types of data produced. Before the educational data analysis process can begin, data must first be stored on a Learning Record Store (LRS) system within the Learning Management Systems (LMS), which can receive and process web requests. The use of an effective e-learning framework that provides services for the monitoring and analysis of educational data is a crucial move. There are different e-learning standards for e-Learning content interoperability such as Sharable Content Object Reference Model (SCORM) which is a standard format to allow the package to work in different LMSs. Another example is IEEE Standard for Learning Technology standards family: the IEEE 1484.11.1, which suggests a complicated data model structure to monitor student experiences with education material. ; The research has been supported by European Union's Horizon 2020 research and innovation program under grant agreement No 856533, project ARETE.