Time to learn: Pacing and the external framing of teachers' work

Journal of Education for Teaching

Volumn 29, Issue 3, 2003, Pages 265-277

  Hoadley, Ursula ^a  

^a UNIVERSITY OF CAPE TOWN   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547353301     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/0260747032000120141     Document Type: Article

References (7)

1. BARR, R. & DREEBEN, R. (1983) How Schools Work (Chicago, IL, University of Chicago Press).
2. BERNSTEIN, B. (1971) On the classification and framing of educational knowledge, in: M.F.D. YOUNG (Ed.) Knowledge and Control: New Directions of the Sociology of Education (London, Collier-MacMillan).
3. BERNSTEIN, B. (1990) The Structuring of Pedagogic Discourse: Class Codes and Control, Vol.IV. (London, Routledge).
4. BERNSTEIN, B. (2000) Pedagogy, Symbolic Control and Identity: Theory, Research and Critique (Oxford, Rowman & Littlefield).
5. DURKHEIM, E. (1933) The Division of Labour in Society (New York, MacMillan).
6. ENSOR, P., DUNNE, T., GALANT, J., GUMEDZE, F., JAFFER, S., REEVES, C. & TAWODZERA, G. (2002) Textbooks, teaching and learning in primary mathematics classrooms, African Journal of Research in Mathematics, Science and Technology Education, 6, pp. 21-36.
7. MORAIS, A. & PIRES, D. (2002) The what and the how of teaching and learning: going deeper into sociological analysis and intervention. Paper presented at Knowledges, Pedagogy and Society, the Second International Basil Bernstein Symposium, University of Cape Town, 17-19 July.