Changing Schools: A Study of Primary Secondary Transfer Using Vygotsky and Bernstein

Autor/inn/en	Daniels, Harry; Tse, Hau Ming; Ortega Ferrand, Lorena; Stables, Andrew; Cox, Sarah
Titel	Changing Schools: A Study of Primary Secondary Transfer Using Vygotsky and Bernstein
Quelle	In: British Journal of Sociology of Education, 40 (2019) 7, S.901-921 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1601546
Schlagwörter	School Buildings; Building Design; Teaching Methods; Sociocultural Patterns; Educational Sociology; Learning Theories; Elementary Schools; Secondary Schools; Intention; Developmental Tasks; Student Adjustment; Difficulty Level; Foreign Countries; Space Utilization; Classroom Design; Transfer Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? School building; Schulgebäude; Baugestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Bildungssoziologie; Erziehungssoziologie; Learning theory; Lerntheorie; Elementary school; Grundschule; Volksschule; Sekundarschule; Entwicklungsaufgabe; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schwierigkeitsgrad; Ausland; Raumnutzung; Klassenraumgestaltung; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	This article is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. The article also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools. We deploy the theory of socio-genesis developed by Lev S. Vygotsky and the sociology of pedagogy developed by Basil Bernstein in order to study the consequences for students of different trajectories of transfer between different designs and pedagogic cultures of primary and secondary schools in England. Our intention is to contribute to current debates about the effects of new school designs and the enduring concerns raised by difficulties that some students encounter in transitions between schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01