Rational choice theory is not a major theoretical perspective in the historical sociology of education because it focuses on the individual rather than the social structure.

Conflict theory argues that education is primarily a tool for maintaining social order by reproducing the existing class structure.

Functionalist theory argues that education serves all of the above functions in society.

Symbolic interactionism focuses on the role of social interaction in the educational process, particularly the ways in which students and teachers interact with each other.

The decline of vocational education is not a major historical trend in the development of education. In fact, vocational education has been growing in popularity in recent years.

Education and economic development are mutually reinforcing. Education provides the skills and knowledge that workers need to be productive, while economic development creates the jobs that educated workers need.

Educational policies can promote social mobility, reduce social inequality, and perpetuate social stratification.

The historical sociology of education faces a number of challenges today, including the increasing complexity of the educational system, the growing diversity of the student population, and the changing nature of work.

The historical sociology of education can be used to inform educational policy in a number of ways, including by providing a historical context for current educational issues, identifying the factors that contribute to educational inequality, and evaluating the effectiveness of different educational policies.

The Schooling of the Working Class by Samuel Bowles and Herbert Gintis, Inequality by Christopher Jencks and Paul E. Peterson, and The Divided Mind by Jerome Bruner are all important works in the historical sociology of education.