Towards a Sociology of Learning in Primary Schools
Bibliographic Data
| ID | 11166756 |
|---|---|
| Authors | Andrew J Pollard (0000-0001-7361-719X, At Bristol, corresponding author), Andrew Pollard (0000-0002-2355-2241) |
| Year | 1990 |
| Volume | 11 |
| Issue | 3 |
| Pages | 241-256 |
| Publication date | 1990-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142569900110301 |
| OpenAlex | W2066334721 |
| Language | EN |
| Citations received | 11 |
| References cited | 11 |
In this paper the aim is to highlight the absence of a sociology of learning in relation to primary education. Further, it is argued that there is considerable scope for cooperation between psychologists and sociologists in tackling this issue and one way will be explored in which this could be achieved by drawing on social constructivist psychology and symbolic interactionist sociology. In support of this suggestion, some brief illustrative material is presented, drawn from a longitudinal ethnography of a pupil cohort progressing through a primary school in the UK
Epistemology · Ethnography · Interactionism · Pedagogy · Relation (database · Scope (computer science · Social science · Sociology · Sociology of Education · Symbolic interactionism · Anthropology · Educational and Psychological Assessments · Social Representations and Identity · Teacher Education and Leadership Studies
Toward a Social Understanding of How People Learn in Organizations
Influence of the teacher role on academic performance in primary education
What teachers say and what students perceive – Interpretations of feedback in teacher-student assessment dialogues
The Identity and Learning Programme
Acquiring the Means of Acquisition
Pupils’ Learning, Identity and Social Context
Making sense of disengagement in the primary classroom
Critical Events in Education
No Entry Signs
Teacher Feedback to Young Children in Formative Assessment
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
| Citations per year | 0.33 |
|---|---|
| Citation span | 1993 - 2025 (33) |
| Highly cited | No |