Bibliografie tematiche / Bernsteinian

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Letteratura scientifica selezionata sul tema "Bernsteinian"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 19 febbraio 2022

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Articoli di riviste sul tema "Bernsteinian"

1

Collin, Ross. "A Bernsteinian Analysis of Content Area Literacy." Journal of Literacy Research 46, no. 3 (September 2014): 306–29. http://dx.doi.org/10.1177/1086296x14552178.

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Latash, Mark L. "Mirror writing: Adults making A-non-B errors?" Behavioral and Brain Sciences 24, no. 1 (February 2001): 46. http://dx.doi.org/10.1017/s0140525x01313912.

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Abstract (sommario):
Errors and episodes of “freezing” seen during mirror writing by adults can be incorporated into the model suggested in Thelen et al.'s target article This requires assigning an important role to internal inverse models stored in memory. The strongly anti-dualism position of Thelen et al.'s leaves little room for the Bernsteinian notion of activity.
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Wheelahan, Leesa, and Gavin Moodie. "Analysing micro-credentials in higher education: a Bernsteinian analysis." Journal of Curriculum Studies 53, no. 2 (March 4, 2021): 212–28. http://dx.doi.org/10.1080/00220272.2021.1887358.

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McLean, Monica, and Andrea Abbas. "The ‘biographical turn’ in university sociology teaching: a Bernsteinian analysis." Teaching in Higher Education 14, no. 5 (October 2009): 529–39. http://dx.doi.org/10.1080/13562510903186725.

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Player-Koro, Catarina. "Hype, hope and ICT in teacher education: a Bernsteinian perspective." Learning, Media and Technology 38, no. 1 (January 23, 2012): 26–40. http://dx.doi.org/10.1080/17439884.2011.637503.

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Koustourakis, Gerasimos, and Konstantinos Zacharos. "Changes in school mathematics knowledge in Greece: a Bernsteinian analysis." British Journal of Sociology of Education 32, no. 3 (May 2011): 369–87. http://dx.doi.org/10.1080/01425692.2011.559339.

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Straehler-Pohl, Hauke, and Uwe Gellert. "Towards a Bernsteinian language of description for mathematics classroom discourse." British Journal of Sociology of Education 34, no. 3 (May 2013): 313–32. http://dx.doi.org/10.1080/01425692.2012.714250.

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Thompson, Ron. "CREATIVITY, KNOWLEDGE AND CURRICULUM IN FURTHER EDUCATION: A BERNSTEINIAN PERSPECTIVE." British Journal of Educational Studies 57, no. 1 (March 2009): 37–54. http://dx.doi.org/10.1111/j.1467-8527.2008.00424.x.

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O’Connor, Stephen J. "Developing professional habitus: A Bernsteinian analysis of the modern nurse apprenticeship." Nurse Education Today 27, no. 7 (October 2007): 748–54. http://dx.doi.org/10.1016/j.nedt.2006.10.008.

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Tapp, Jane. "Framing the curriculum for participation: a Bernsteinian perspective on academic literacies." Teaching in Higher Education 20, no. 7 (August 5, 2015): 711–22. http://dx.doi.org/10.1080/13562517.2015.1069266.

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Più fonti

Tesi sul tema "Bernsteinian"

1

Ulloa, Toro Maria Margarita A. "Implementation of a teacher induction in Chile : a Bernsteinian analysis." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.752761.

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Loughland, Anthony Francis. "The relationship of pedagogy and students' understanding of environment in environmental education." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/313.

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Abstract (sommario):
Environmental education is a relatively young area that can trace its roots back to the global environmental crises of the late 1960s and 1970s. Research in environmental education since this time has established the justification for its existence in the formal curriculum of schools. Less research has been conducted on the actual pedagogy of environmental education. This forms one part of the justification for this research study. The other justification for this research study is school students' objectification of the environment evidenced from the findings of a large survey of NSW school s
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Little, Brenda, Andrea Abbas, and Mala Singh. "Changing practices, changing values?: a Bernsteinian analysis of knowledge production and knowledge exchange in two UK universities." Springer, Dordrecht, 2016. http://hdl.handle.net/10962/66934.

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Abstract (sommario):
publisher version<br>Bernstein’s concept of classification and framing links notions of knowledge, democracy and social justice, providing a perspective from which to address critical questions of what knowledge is produced, who has access to it, and how knowledge is distributed. Bernstein’s conceptual framework is used to inform an analysis of national policies steering knowledge production and knowledge transfer in the UK, and the changing practices and values associated with knowledge production and knowledge transfer in two UK institutional case study universities. The analysis reveals how
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Nsubuga, Yvonne Nakalo. "The integration of natural resource management into the curriculum of rural under-resourced schools : a Bernsteinian analysis." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1007157.

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Abstract (sommario):
This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities
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Ordoyno, Hannah. "Access to knowledge and the formation of lawyer-identity : a Bernsteinian comparison of undergraduate law degrees at two UK universities of different status." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31342/.

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In order to investigate students’ success and experience at university, this thesis compared students’ access to knowledge through the curriculum, teaching and learning (pedagogy) in Law undergraduate degrees at two UK universities of different status: a higher status ‘pre-1992’ Russell Group University (‘Global’) and a lower status ‘post-1992’ university, which is a member of the Million + Group (‘Local’). Lower-status universities recruit more students from unrepresented groups: students from ethnic minorities; those with disabilities; those who have been in local authority care; mature stud
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Nicolson-Setz, Helen Ann. "Producing literacy practices that count for subject English." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16370/.

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Abstract (sommario):
This thesis presents a study of the production of literacy practices in Year 10 English lessons in a culturally diverse secondary school in a low socio-economic area. The study explored the everyday interactional work of the teacher and students in accomplishing the literacy knowledge and practices that count for subject English. This study provides knowledge about the learning opportunities and literacy knowledge made available through the interactional work in English lessons. An understanding of the dynamics of the interactional work and what that produces opens up teaching practice to chan
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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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Abstract (sommario):
This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Second
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Clarence, Sherran. "Reimagining curriculum through a Bernsteinian lens: rethinking the canon in Political Science." 2016. http://hdl.handle.net/10962/66961.

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Vedaste, Nyilimana. "HIV/AIDS education in Butare-Ville secondary schools (Rwanda) : analyzing current pedagogic discourse using a Bernsteinian framework." Thesis, 2005. http://hdl.handle.net/10413/1942.

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Abstract (sommario):
HIV/AIDS Education in Butare- Ville Secondary Schools (Rwanda): Analyzing current Pedagogic Discourse using a Bernsteinian framework. This thesis is concerned with the questions of "the what and how of HIV/AIDS school education". This study is located in three secondary schools in Butare-Ville, Rwanda, which were selected to show the picture of current pedagogic practices of fighting the pandemic in various schools. The first part of the study is concerned with the analysis of National policy of HIV/AIDS education of grade 9. This analysis examines how HIV/AIDS education is planned and integra
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Davey, Brenda G. "A Bernsteinian description of the recontextualising process of the national curriculum statement from conceptualisation to realisation in the classroom." Thesis, 2006. http://hdl.handle.net/10413/1287.

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Abstract (sommario):
The aim of this study is to describe the recontextualisation of the official pedagogical field, in the form of the National Curriculum Statement (NCS), in the Further Education and Training (FET) band. The study's focus concentrates specifically on the in-service training programme devised by the KZN FET Directorate for teachers of Grade 10's in 2005, beginning with the creation of the FET curriculum statements at national level and tracking the dissemination of this information to provincial level, then through regional and district level and into the schools. The researcher was able to analy
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Libri sul tema "Bernsteinian"

1

Spanuth, Jürgen. Die Atlanter: Volk aus dem Bernsteinland. 5th ed. Tübingen: Grabert-Verlag, 1989.

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2

Pedagogic Rights and Democratic Education: Bernsteinian Explorations of Curriculum, Pedagogy and Assessment. Taylor & Francis Group, 2015.

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3

Spanuth, Jurgen. Die Atlanter: Volk aus dem Bernsteinland. 5th ed. Grabert-Verlag, 1989.

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Capitoli di libri sul tema "Bernsteinian"

1

Loo, Sai. "Working and Learning from a Bernsteinian Perspective." In Handbook of Vocational Education and Training, 1–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-49789-1_57-1.

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Loo, Sai. "Working and Learning from a Bernsteinian Perspective." In Handbook of Vocational Education and Training, 1037–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-94532-3_57.

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3

Abbas, Andrea, and Monica Mclean. "Tackling Inequality Through Quality: A Comparative Case Study Using Bernsteinian Concepts." In Global Inequalities and Higher Education, 241–67. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36507-0_10.

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4

Little, Brenda, Andrea Abbas, and Mala Singh. "Changing Practices, Changing Values?: A Bernsteinian Analysis of Knowledge Production and Knowledge Exchange in Two UK Universities." In RE-BECOMING UNIVERSITIES?, 201–22. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-7369-0_8.

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"Codes, pedagogy and knowledge: Advances in Bernsteinian sociology of education." In The Routledge International Handbook of the Sociology of Education, 87–96. Routledge, 2009. http://dx.doi.org/10.4324/9780203863701-13.

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Atti di convegni sul tema "Bernsteinian"

1

Waterfield, Jon. "An exploration of the academic viewpoint of integration, using a Bernsteinian perspective." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226757.

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