Changing schools
A study of primary secondary transfer using Vygotsky and Bernstein
Dados Bibliográficos
| ID | 11167158 |
|---|---|
| Autores | H Daniels (0000-0003-4523-0670, University of Oxford), Hau Ming Tse (University of Oxford), Lorena Ortega (0000-0002-6471-0277, Centro de Recursos Educativos Avanzados), Lorena Ortega Ferrand (University of Chile), Andrew Stables (0000-0002-6755-1806, International Semiotics Institute, Technological University of Kaunas, Kaunas, Lithuania), Sarah Cox (0000-0003-0670-0692, University of Oxford, autor correspondente) |
| Ano | 2019 |
| Volume | 40 |
| Fascículo | 7 |
| Páginas | 901-921 |
| Data de publicação | 2019-10-03 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | British Journal of Sociology of Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2019.1601546 |
| OpenAlex | W2922113142 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 25 |
This article is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. The article also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools. We deploy the theory of socio-genesis developed by Lev S. Vygotsky and the sociology of pedagogy developed by Basil Bernstein in order to study the consequences for students of different trajectories of transfer between different designs and pedagogic cultures of primary and secondary schools in England. Our intention is to contribute to current debates about the effects of new school designs and the enduring concerns raised by difficulties that some students encounter in transitions between schools
Critical theory · Epistemology · Mathematics education · Order (exchange · Pedagogy · Sociology · Sociology of Education · Educational Environments and Student Outcomes · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Learning lessons from the collaborative design of guidance for new build schools
Character development through the curriculum
Сultural-Historical Theory for Analyze Educational Inequality
In between distributive and evaluative rules
The impact of school space on primary education art teachers’ pedagogical practices
Healthy meals, better learners? Debating the focus of school food policy in England
Bernstein and Vygotsky
The psychological sense of school membership among adolescents
The emotional geographies of education
Mind as Action
Vygotsky, Piaget, and Bandura
Young people's engagement with their school grounds expressed through colour, symbol and lexical associations
Institutional Discourse and Practice. A Case Study of the Social Construction of Technological Competence in the Primary Classroom
Pedagogic governance
Visual Displays as Tacit Relays of the Structure of Pedagogic Practice
Pedagogic Practices, Tacit Knowledge and Discursive Discrimination
About looking
Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School
Class, Codes and Control
Does the nature of schools matter? An exploration of selected school ecology factors on adolescent perceptions of school connectedness
Codes, modalities, and the process of cultural reproduction
| Obras citantes distintas | 7 |
|---|---|
| Citações por ano | 1,17 |
| Intervalo de citações | 2020 - 2023 (4) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 7 |