Understanding Teachers' Evaluation Criteria: A Condition for Success in Science Classes

Journal of Research in Science Teaching

Volumn 33, Issue 6, 1996, Pages 601-624

  Morais, Ana M ^a   Miranda, Clementina ^b  

^a UNIVERSITY OF LISBON   (Portugal)

^b POLYTECHNIC INSTITUTE OF PORTALEGRE   (Portugal)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012543864     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-2736(199608)33:6<601::AID-TEA2>3.0.CO;2-S     Document Type: Review

References (11)

1. Bernstein, B. (1977). Class, codes and control: Vol. III. Towards a theory of educational transmissions. London: Routledge & Kegan Paul.
2. Bernstein, B. (1990). Class, codes and control: Vol. IV. The structuring of pedagogic discourse. London: Routledge.
3. Domingos, A.M. (now Morais), Barradas, H., Neves, I.P., & Rainha, H. (1986). A teoria de Bernstein em sociologia da educação. Lisbon: Gulbenkian Foundation.
4. Ferreira, L., & Morais, A.M. (in press). Orientação de codificação no contexto de resolução de problemas.
5. Miranda, C. (1993). O desenvolvimento científico dos alunos em contextos sociais diferenciados - Estudo da influência da prática pedagógica da escola. Master's thesis, School of Sciences University of Lisbon.
6. Miranda, C., & Morais, A.M. (1994). O contexto social na relação entre a exigência conceptual dos professores e o desenvolvimento científico dos alunos. Aprender, 17, 55-70.
7. Morais, A.M., & Antunes, H. (1994). Students' differential text production in the regulative context of the classroom. British Journal of Sociology of Education, 15, 243-263.
8. Morais, A.M., Fontinhas, F., & Neves, I.P. (1992). Recognition and realisation rules in acquiring school science: The contribution of pedagogy and social background of students. British Journal of Sociology of Education, 13, 247-270.
9. Morais, A.M., & Nunes, L. (1994). Family and school interaction on children's alternative conceptions and conceptual change. Paper presented at the 19th Conference of the Association for Teacher Education in Europe, Prague, Czech Republic.
10. Morais, A.M., Peneda, D., & Medeiros, A. (1993). Os discursos instrucional e regulador no ensino das ciências - Influência de práticas pedagógicas diferenciais no aproveitamento dos alunos. In A.M. Morais, I.P. Neves, A. Medeiros, D. Peneda, F. Fontinhas, & H. Antunes, Socialização primária e prática pedagógica: Vol. 2. Análise de aprendizagens na família e na escola. Lisbon: Gulbenkian Foundation.
11. Morais, A.M., Neves, I.P., Antunes, H., Fontinhas, F., Medeiros, A., & Peneda, D. (1995). Pedagogic practices for equality - Study of the influence of learning contexts on students' learning. Paper presented at the 1995 European Conference on Educational Research, Bath, England.