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Class and Pedagogies: Visible and Invisible∗
Educational Studies 1 (1):23-41 (1975)
Abstract
? This article is reproduced by kind permission of the author and O.E.C.D. (Paris) who are publishing the material in the series Studies in the Learning Sciences (Paris, O.E.C.D., 1975)Other Versions
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Citations of this work
III.1 Some Properties of ‘Telling-Order Designs’ in Didactic Inquiry.Kenneth L. Morrison - 1981 - Philosophy of the Social Sciences 11 (2):245-262.
Classification and Framing of the Curriculum in Evangelical Christian and Muslim Schools in England and The Netherlands.Geoffrey Walford - 2002 - Educational Studies 28 (4):403-419.
Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice.Sue Rogers & Claudia Lapping - 2012 - British Journal of Educational Studies 60 (3):243-260.
The School from the Viewpoint of Organizational Theory and its Prerequisites for Change: notes on the evaluation of planned change in Swedish schools.Glenn Hultman - 1980 - Educational Studies 6 (2):127-140.
Competence or Performance? A Bernsteinian Analysis of Basic Competency Assessment in Hong Kong.Charlene Tan - 2019 - British Journal of Educational Studies 67 (2):235-250.
References found in this work
Class, Codes and Control.Basil Bernstein - 1972 - British Journal of Educational Studies 20 (2):236-237.
La Reproduction Éléments Pour Une Théorie du Système D'Enseignement.Pierre Bourdieu & Jean Claude Passeron - 1970 - Minuit.
The Educational Innovators.W. A. C. Stewart & W. P. Mccann - 1968 - British Journal of Educational Studies 16 (2):215-217.
The Transformation of the School: Progressivism in American Education, 1876-1957.Lawrence A. Cremin - 1961 - British Journal of Educational Studies 10 (1):106-106.
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