Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building

British Journal of Sociology of Education

Volumn 30, Issue 1, 2009, Pages 43-57

  Maton, Karl ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

Authentic learning; Basil Bernstein; Knowledge structures; Legitimation code theory; Transfer

Indexed keywords

EID: 60649109618     PISSN: 01425692     EISSN: 14653346     Source Type: Journal    
DOI: 10.1080/01425690802514342     Document Type: Article

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