The what and the how of teaching and learning: Going deeper into sociological analysis and intervention

Reading Bernstein, Researching Bernstein

Volumn , Issue , 2004, Pages 75-90

  Morais, Ana ^a   Neves, Isabel ^a   Pires, Delmina ^b  

^a UNIVERSITY OF LISBON   (Portugal)

^b INSTITUTO POLITÉCNICO DE BRAGANÇA   (Portugal)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84905616648     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203461877     Document Type: Chapter

References (20)

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2. Bernstein, B. (1990) Class, Codes and Control, Vol. IV: The Structuring of Pedagogic Discourse, London: Routledge.
3. Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (rev. edn), London: Rowman & Littlefield.
4. Davydov, V. (1995) 'The influence of L.S. Vygotsky on education, theory, research and practice', Educational Researcher, 24(3): 12-21.
5. Domingos, A.M. (now Morais) (1989a) 'Influence of the social context of the school on the teacher's pedagogic practice', British Journal of Sociology of Education, 10(3): 351-66.
6. Domingos, A.M. (now Morais) (1989b) 'Conceptual demand of science courses and social class', in P. Adey (ed.) Adolescent Development and Social Science, London:Falmer Press.
7. Fontinhas, F., Morais, A.M. and Neves, I.P. (1995) 'Students' coding orientation and school socialising context in their relation with students' scientific achievement', Journal of Research in Science Teaching, 32(5): 445-62.
8. Miranda, C. and 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.
9. Morais, A.M. and Miranda, C. (1996) 'Understanding teachers' evaluation criteria:a condition for success in science classes', Journal of Research in Science Teaching, 33(6): 601-24.
10. Morais, A.M., Neves, I.P. et al. (2000) Estudos para uma sociologia da aprendizagem, Lisbon: Institute for Educational Innovation and Centre for Educational Research of FCUL.
11. Morais, A.M. and Neves, I.P. (2001) 'Pedagogic social contexts: studies for a sociology of learning', in A. Morais, I.P. Neves, B. Davies and H. Daniels (eds) Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research, New York: Peter Lang.
12. Morais, A.M., Fontinhas, F. and Neves, I.P. (1992a) 'Recognition and realization rules in acquiring school science: the contribution of pedagogy and social background of students', British Journal of Sociology of Education, 13(2): 247-70.
13. Morais, A.M., Peneda, D., Neves, I.P. and Cardoso, L. (1992b) Socialização primária e prática pedagógica: Vol. 1, Lisbon: Gulbenkian Foundation.
14. Morais, A.M., Neves, I.P., Medeiros, A., Peneda, D., Fontinhas, F. and Antunes, H. (1993) Socialização primária e prática pedagógica: Vol. 2, Análise de aprendizagens na família e na escola, Lisbon: Gulbenkian Foundation.
15. Neves, I.P. and Morais, A.M. (2004) 'Pedagogic practices in the family socialising context and children's school achievement', British Journal of Sociology of Education (submitted for publication).
16. Neves, I.P., Morais, A.M. and Afonso, M. (2004) 'Teacher training contexts: study of specific sociological characteristics', in J. Muller, B. Davies and A.M. Morais (eds) Thinking with Bernstein, Working with Bernstein, London: Routledge.
17. Pires, D. (2001) 'Práticas pedagógicas inovadoras em educação científica: Estudo no primeiro ciclo do ensino básico', Doctoral thesis, School of Science, University of Lisbon (unpublished).
18. Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes, edited by M. Cole, V. John-Steiner, S. Scribner and E. Souberman, Cambridge, MA: Harvard University Press.
19. Vygotsky, L. (1992) Educational Psychology, Winter Park, FL: PMD Publications.
20. Wertsch, J.V. (1991) Voices of the Mind: A Socio-cultural Approach to Mediated Action, London: Harvester Wheatsheaf.