Visual Displays as Tacit Relays of the Structure of Pedagogic Practice
Datos Bibliográficos
| ID | 11166236 |
|---|---|
| Autores | H Daniels (0000-0003-4523-0670, Universidad de Londres, autor de correspondencia) |
| Año | 1989 |
| Volumen | 10 |
| Número | 2 |
| Páginas | 123-140 |
| Fecha de publicación | 1989-06-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | British Journal of Sociology of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142569890100201 |
| OpenAlex | W2166094964 |
| Idioma | EN |
| Citas recibidas | 16 |
| Referencias citadas | 7 |
This study considers the visual relay to pupils of aspects of their school's pedagogic practice. Two special schools, catering for pupils with moderate learning difficulties, were described in terms derived from a general model of cultural transmission. A representative sample of textual productions, in this case photographs of wall displays, was collected in each school. These pictures were then used as elements in Personal Construct Analysis interviews conducted with groups of pupils in each school. The results revealed evidence of the relay of aspects of the structure of pedagogic practice as described in terms of the general model. Pupils in the two schools revealed differences in their orientation to the meaning of the displays. Thus, the research suggests that the grammar of the pedagogic practice of the school is both revealed and relayed indirectly by visual representations of significant texts
Class (philosophy · Construct (python library · Grammar · Linguistics · Mathematics education · Meaning (existential · Orientation (vector space · Pedagogy · Sample (material · Sociology · Computer Science · Educational Tools and Methods · Mathematics · Psychology
Examining Basil Bernstein's rules of recognition and realization in the case of underachieving students in math tests
How is regulative discourse recontextualized into instructional discourse in Basil Bernstein’s code theory? A study of the interplay between recognition and realization rules based on primary school teachers’ perceptions
Designing enhanced pedagogy based on Basil Bernstein's code theory
Examining the inner logic of students’ coding orientations and the internal structure of written language in math tests from Basil Bernstein's code theory
The educational competence of the European Court of Human Rights
Knowledge, Power and Educational Reform
Vygotsky and Sociology
Collectivistic individualism
Durkheim and the Sociology of Education in Britain
Acquiring the Means of Acquisition
Changing primary education in Palestine
Changing schools
The impact of school space on primary education art teachers’ pedagogical practices
Code Theory and its Positioning
Pedagogic Practices, Tacit Knowledge and Discursive Discrimination
Durkheim and the Sociology of Education in Britain
| Obras citantes distintas | 16 |
|---|---|
| Citas por año | 0,5 |
| Intervalo de citas | 1994 - 2024 (31) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 16 |