Reframing the Discourse: Ethnography, Bernstein and the Distribution of Reading Attainment by Gender

Autor/in	Moss, Gemma
Titel	Reframing the Discourse: Ethnography, Bernstein and the Distribution of Reading Attainment by Gender
Quelle	In: European Educational Research Journal, 17 (2018) 4, S.528-538 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117740112
Schlagwörter	Discourse Analysis; Ethnography; Reading Achievement; Gender Differences; Language Usage; Qualitative Research; Second Language Learning; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Educational Sociology; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Diskursanalyse; Ethnografie; Leseleistung; Geschlechterkonflikt; Sprachgebrauch; Qualitative Forschung; Zweitsprachenerwerb; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Bildungssoziologie; Erziehungssoziologie
Abstract	This paper has two aims: to introduce readers to Bernstein's concept of languages of description, interpreted through the lens of ethnography; and to demonstrate the value of this approach to theory-making by showing how a qualitative study conducted on these principles led to new explanations for gender differences in literacy attainment that can be tested using PISA data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01