Relevant bibliographies by topics / Basil Bernstein

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  1. Journal articles
  2. Dissertations / Theses
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Academic literature on the topic 'Basil Bernstein'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Basil Bernstein"

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Bonal, Xavier. "Necrològica: Basil Bernstein." Papers. Revista de Sociologia 62 (October 1, 2000): 185. http://dx.doi.org/10.5565/rev/papers/v62n0.1073.

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Brannen, Julia. "Basil Bernstein 1924-2000." International Journal of Social Research Methodology 4, no. 1 (January 2001): 1–3. http://dx.doi.org/10.1080/13645570010028558.

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Davies, Brian. "Basil Bernstein-An Obituary." British Journal of Sociology of Education 21, no. 4 (December 2000): 485–86. http://dx.doi.org/10.1080/713655372.

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Moore, Rob. "Basil Bernstein 1924–2000." British Educational Research Journal 27, no. 3 (June 2001): 367–70. http://dx.doi.org/10.1080/01411920120048359.

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Sadovnik, Alan R. "Basil Bernstein (1924–2000)." Prospects 31, no. 4 (December 2001): 607–20. http://dx.doi.org/10.1007/bf03220044.

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Hasan, Ruqaiya. "Basil Bernstein 1924-2000." Functions of Language 7, no. 2 (December 31, 2000): 279–91. http://dx.doi.org/10.1075/fol.7.2.07has.

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Edwards, A. D. "A Reply to Basil Bernstein." Oxford Review of Education 20, no. 2 (January 1994): 183–84. http://dx.doi.org/10.1080/0305498940200203.

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Bolander, Brook, and Richard J. Watts. "Re-reading and rehabilitating Basil Bernstein." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 28, no. 2-3 (January 2009): 143–73. http://dx.doi.org/10.1515/mult.2009.008.

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Hodgkins, Andrew P. "Basil Bernstein: the thinker and the field." International Studies in Sociology of Education 24, no. 2 (March 24, 2014): 228–36. http://dx.doi.org/10.1080/09620214.2014.899777.

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Donnelly, Michael. "Inequalities in Higher Education: Applying the Sociology of Basil Bernstein." Sociology 52, no. 2 (August 8, 2016): 316–32. http://dx.doi.org/10.1177/0038038516656326.

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This article seeks to re-invigorate debate about how we theorise inequalities in higher education. The work of sociologist Basil Bernstein has not yet been brought to bear in this area, despite the affordances it brings in teasing out the implicit rules that perpetuate inequalities in higher education. Drawing on empirical findings from a qualitative study into the impact of university-led ‘outreach’ work in the UK context, the article applies and tests the work of Bernstein. It is argued that his framework offers the analytical precision to expose the implicit rules and principles that underlie young people’s encounters with higher education.
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Dissertations / Theses on the topic "Basil Bernstein"

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LEITE, MIRIAM SOARES. "CONTRIBUTIONS TO THE DISCUSSION OF SCHOOL KNOWLEDGE PROVIDED BY BASIL BERNSTEIN AND YVES CHEVALLARD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5269@1.

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FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
Este estudo visa contribuir para as reflexões sobre a constituição do conhecimento escolar, com base em uma pesquisa bibliográfica que buscou identificar e discutir a aplicação dos conceitos de transposição didática, de Yves Chevallard, e de recontextualização discursiva, de Basil Bernstein. Pretendeu proporcionar, desta forma, uma visão geral das diversas leituras possíveis das proposições desses autores, no recorte acima definido. Para tanto, foram analisadas as publicações de Bernstein e Chevallard que se relacionam mais diretamente com a temática em discussão nesta pesquisa, teses brasileiras recentes que operaram com esses conceitos, além dos trabalhos apresentados a partir de 1998 nas reuniões anuais da Associação Nacional de Pós- Graduação e Pesquisa em Educação (Anped), nos Encontros Nacionais de Didática e Prática de Ensino (Endipe), e nas três revistas categorizadas pelo sistema Qualis como de nível internacional A - Cadernos de Pesquisa, Educação e Sociedade e Revista Brasileira de Educação. No decorrer deste processo de pesquisa e reflexão, colocaram-se ainda, como questões paralelas, a discussão das fronteiras dos campos disciplinares do Currículo e da Didática, e a problemática da interpretação de textos teóricos. Conclui-se o estudo, apontando potencialidades e especificidades dos conceitos de transposição didática e de recontextualização discursiva, bem como a importância da incorporação da discussão de tais conceitos na formação de professores.
The objective of this study is to contribute towards reflections regarding school knowledge constitution based upon bibliographical research, aimed at the identification and application of the following concepts: instructional transposition developed by Yves Chevallard and discourse recontextualization by Basil Bernstein. With the intent to provide an overview of several possible interpretations of these authors theoretical proposals within the above-mentioned approach, an analysis was conducted of the following: publications by Bernstein and Chevallard directly related to the subject discussed in this research, recent Brazilian thesis that applied these concepts and, starting in 1998, articles presented during annual meetings of the Associação Nacional de Pós-Graduação e Pesquisa em Educação (Anped), and during the Encontros Nacionais de Didática e Prática de Ensino (Endipe), as well as published in the three magazines categorized by the Qualis system as international A level (Cadernos de Pesquisa, Educação e Sociedade and Revista Brasileira de Educação). In the course of this reflection and research process, parallel issues were raised, such as the Curriculum and Instruction disciplinary fields boundaries and the interpretation of theoretical writings. In the conclusion of this dissertation, potentialities and specific features of instructional transposition and discourse recontextualization were underscored, as well as the importance of incorporating the discussion of these concepts to the teachers education curriculum.
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Buffe, Ana Lúcia Pires. "Compreensão sociológica de prática pedagógica de matemática : um olhar a partir de Basil Bernstein." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/60534.

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O presente estudo busca investigar como duas professoras de Matemática – uma delas trabalhando com duas turmas – da rede estadual de ensino do Rio Grande do Sul definem seus currículos e realizam suas práticas pedagógicas comparando as mesmas quanto ao melhor desempenho dos alunos, nesta disciplina. A metodologia qualitativa orientou o desenvolvimento deste trabalho, realizando-se a coleta de dados através de observação participante das aulas e das entrevistas semi - estruturadas com as professoras. O referencial teórico fundamenta-se em Basil Bernstein que possibilitou a análise do currículo, da pedagogia e da avaliação de Matemática da sexta série do ensino fundamental. Tomou-se como definições operacionais das práticas pedagógicas, os estudos de Morais et al., 1993. Nos contextos educacionais investigados, predominaram classificações fortes quanto ao currículo de Matemática. As práticas pedagógicas, quanto ao discurso instrucional, manifestaram-se com forte controle das professoras nas dimensões seleção do conhecimento e critérios de avaliação; nas dimensões seqüência e ritmagem houve variação na força do controle das mesmas. Quanto ao discurso regulador, as professoras assumiram posturas diferentes em relação às regras hierárquicas. Foi considerado o contexto educacional mais efetivo o da Turma B1 da Professora B pelo desempenho dos alunos novos e repetentes e pela voz dada aos alunos no processo de transmissão – aquisição.
This study aims to investigate how two Mathematic teachers – one of them teaching two classes – from the Rio Grande do Sul public educational system define their curricula and perform their pedagogical practice comparing them as to the students’ best performance in this subject. The qualitative methodology guided the development of this work, data being collected through participant observation of the classes and half-structured interviews with teachers. The theoretical foundation is based on Basil Bernstein who opened the possibility of analysing the curriculum, the pedagogy and the evaluation of sixth grade in elementary school. Morais et al.’ studies, 1993, were taken as source of the operational definitions of the pedagogical pratices. Strong classifications as to the curriculum of Mathematics predominated in the educational contexts investigated, The pedagogical practice, as to the instructional discourse, disclosed strong teachers’ control in the dimensions of selection of knowledge and criteria of evaluation; in the dimensions of sequencing and pacing there was variation in the strength of control . About the regulative discourse, the teachers have assumed different positions concerning the hierarchical rules. Group B1 of Teacher B was considered the most effective educational context considering new and repeater students’ performance and also due to the voice given to the students in the transmission–acquisition process.
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Vester, Jannike. "Muntlig framställning i de lägre årskurserna : En kvalitativ studie om lärares arbete i svenskämnet." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10607.

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InledningSvenskämnet är ett av våra viktigaste ämnen och utgör en bas för språkutvecklingen hos elever. Språket är något vi människor använder varje dag och som är nödvändigt för att klara vardagen. I svenskämnet ska elever, enligt läroplanen, ges möjlighet att utveckla språket för att tänka, kommunicera och lära. Det är viktigt att elever utvecklar sin språkliga förmåga och lär sig att framföra sin talan, för att kunna verka i ett samhälle som bygger mycket på muntlig framställning och att man kan uttrycka sig korrekt, både muntligt och skriftligt.SyfteSyftet med studien är att belysa ett antal lågstadielärares erfarenheter om hur de arbetar med muntlig framställning i svenskämnet.MetodStudien har utgått från en kvalitativ metod med intervju som redskap. Urvalet för intervjuerna utgörs av lärare som undervisar i svenska för årskurs 1-3. Materialet samlades in och analyserades utifrån Basil Bernsteins begrepp inramning. Resultatet av det insamlade materialet redovisas med hjälp av citat från intervjuerna.ResultatResultatet av undersökningen visar att samtliga lärare som deltagit arbetar medvetet med att eleverna ska börja utveckla sin förmåga att genomföra muntliga framställningar redan från årskurs ett. Lärarna lägger stort fokus på hur man är en god lyssnare vid en muntlig framställning. Det framkommer även att lärarna anser att det krävs ett tryggt klassrumsklimat med en aktivt lyssnande publik, för att kunna utveckla elevernas förmåga att genomföra muntliga framställningar.
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Jarmo, Rachel. "A critical discourse analysis of the construction of knowledge of gender in sociology at upper-secondary school." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40061.

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This thesis presents a critical discourse analysis of how the sociology of gender is constructed in the sociology syllabus and two textbooks aimed for use at upper secondary school level. I use Bernstein’s theory of framing and classification to understand how power over knowledge is distributed through this construction. I take as my starting point that sociology, as framed in the syllabus, allocates a lot of power over knowledge to individual teachers. I outline the short history of sociology as a Swedish school subject and problematise this based on the fact that the majority of sociology teachers have limited education in sociology. I argue further that sociology as a discipline is characterised by an ambiguous canon and lack of pedagogic traditions. This increases the demands on sociology teachers. Based on previous research, I identify the sociology of gender as a potentially contentious area that warrants investigation.  Critical Discourse Analysis  (herein - CDA) takes as its starting point that discourses are a vehicle of ideology, and that ideology is capable of oppression or marginalization. Through critical discourse analysis it can be revealed that the construction of knowledge of gender marginalises queer voices and sociological perspectives on gender from outside the global North whilst simultaenously segregating feminist theory from mainstream sociology. “Mainstream sociology” in this context can be taken to include theories and perspectives which are used to understand society and social processes as a whole, such as the class, crime and deviance, the state and media. The construction of gender also selectively draws upon dominant socio-cultural discourses on gender, such as gender equality politics and sociological research. Violence against women, and masculinity are two topics identified as important in gender equality politics, for example, but are not part of the construction of the knowledge on gender. This is in itself not surprising, the analysed course is only 100 points in total and cannot possibly cover everything, but it does raise questions about which perspectives are included and which are excluded.   Importantly, the purpose of this thesis is not to discredit the knowledge of gender as constructed by the syllabus and textbooks, and to supplant it with other perspectives. This would be unconscionably arrogant and simply replacing one set of ideologies with other ideologies. This would be  counterproductive to the aims of CDA. The purpose is rather to reveal the ideologies behind the discourse and enable an informed discussion from multiple perspectives. I conclude this thesis by arguing for the benefits of introducing norm critical pedagogy into sociology teaching as a means of countering bias in knowledge creation and selection, and as a pedagogical tool in a  field where no identifiable pedagogic approach exists as yet.
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Lorenz, Viviane Esther. "Arte e conscientização ambiental : uma reflexão sobre a formação continuada de professores, fundamentada em Basil Bernstein." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21392.

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A presente tese, integrante da linha de pesquisa - O sujeito da educação: conhecimento, linguagem e contextos, na temática Sociologia e Educação, e do projeto de pesquisa Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores, coordenado pela professora doutora Maria Helena Degani Veit, é o registro de uma pesquisa-ação que toma como base uma formação em serviço, promovida pela pesquisadora, oferecida a 14 professoras do ensino fundamental, no município de Igrejinha (RS), no ano de 2006. Reflete sobre a integração de diferentes campos de conhecimento, numa ação transdisciplinar que objetiva uma interpretação contextual da realidade do Século XXI, especialmente, das questões ambientais próprias da contemporaneidade, a partir de conteúdos de Arte. Enfatiza o compromisso da educação, na formação de um sujeito consciente de sua responsabilidade na preservação de condições de vida no planeta. Constitui uma auto-avaliação da formação promovida fundamentada em referencial teórico do sociólogo Basil Bernstein. Reflete sobre a modalidade pedagógica desenvolvida pela investigadora e sua relação com desempenhos evidenciados em posterior prática docente das educadoras integrantes da formação, analisada com base nos mesmos conceitos. Os resultados da pesquisa ressaltam a necessidade de acompanhamento posterior, assessorando a prática pedagógica das docentes de forma a garantir a aplicação dos princípios e conceitos desenvolvidos na formação. Ressaltam a necessidade de investimento em seus saberes teóricos e o desenvolvimento de modalidades pedagógicas, fundamentadas em relações democráticas, e em critérios de avaliação explícitos. Contempla o grau de aquisição de regras de reconhecimento, inferido pelas evidencias quanto às regras de realização, observado nas práticas das professoras; e como Rosa (2007), defende a presença de um discurso regulador planejado de modo a oferecer condições de desenvolvimento a um discurso instrucional capaz de promover efetiva aprendizagem.
This dissertation is part of the research line, “The Subject of Education: Knowledge, Language and Contexts”, under the theme, “Sociology and Education”, and part of the research project, “Perspectives of Teaching in Basic Education: Pedagogical Practice and Teacher Training”, which is coordinated by Professor Maria Helena Degani Veit. It discusses a research-action project based on a training course offered by the author to 14 elementary school teachers in the municipality of Igrejinha, state of Rio Grande do Sul, Brazil, in 2006. The dissertation reflects on the integration of different fields of knowledge in a transdisciplinary action designed to give a contextual interpretation of the reality of the 21st century, particularly of contemporary environmental issues, on the basis of art. It emphasizes the commitment of education to the training of subjects aware of their responsibility for the preservation of the Earth. It is a self-evaluation of the training course based on a theoretical framework provided by Basil Bernstein. It reflects on the pedagogical model developed by the author and its relation with the later teaching practice of the educators who participated in the training course, which is analyzed on the basis of the same concepts. Its results indicate the need for follow-up of the teachers’ practice in order to guarantee the application of the principles developed in the training course. These results highlight the need for investment in their theorical knowledge and the development of pedagogical models based on democratic relations and explicit assessment criteria. The dissertation discusses the degree of the acquisition of recognition rules inferred by evidences as to the realization rules observed in the teachers’ practices as Rosa (2007), it argues for the presence of a regulative discourse planned to offer conditions for the development of an instructional discourse capable of promoting an effective learning.
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Gustaf, Arvidsson. "Pedagogiska diskurser i samhällskunskapens demokratiundervisning : En kvalitativ studie av lärares tolkning och iscensättning av läroplanspolitiska mål." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36241.

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Föreliggande studie syftar till att undersöka vilka pedagogiska diskurser som framträder när samhällskunskapslärare på en västsvensk gymnasieskola talar om hur de undervisar om demokrati samt vilka diskurser som framträder genom undervisningens examinationsuppgifter. Det empiriska materialet består av semistrukturerade intervjuer med fem samhällskunskapslärare samt av de prov som syftar till att examinera demokrati. Detta material analyseras sedan tematiskt med hjälp utav Basil Bernsteins teorier om bland annat den pedagogiska diskursen, vilket utgör föreliggande studies teoretiska ramverk.  Resultatet visar att undervisningen i demokrati ser olika ut på en och samma skola beroende på vem det är som undervisar. Till största del innehåller den pedagogisk diskursen en horisontell kunskapsstruktur vilket visar sig i framförallt lärarnas examinationsuppgifter, men också till viss del i deras egna utsagor. Uppsatsen visar också att skillnader i elevsyn mellan lärare påverkar undervisningen i olika riktningar. Vidare argumenteras det för att det existerar olika diskursiva grupptillhörigheter på en västsvensk gymnasieskola, men att det finns en dominerande kommunikativ och ämneskonceptuell diskurs som de flesta samhällslärare verkar inom.
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Silva, Gisleine Souza da. "O discurso pedagógico segundo a teoria de Basil Bernstein : o contexto de sala de aula no ensino de química." Pós-Graduação em Ensino de Ciências e Matemática, 2014. https://ri.ufs.br/handle/riufs/5136.

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Neste trabalho são descritas as relações sociológicas envolvidas no âmbito escolar de professores de Química do Ensino Médio de duas escolas da cidade de Itabaiana-SE. Para discutir as relações envolvidas na comunidade escolar foi utilizado um recorte da Teoria de Basil Bernstein, em específico o Modelo do Discurso Pedagógico centrado no contexto escola/sala de aula, proposto pelo Grupo de Estudos Sociológicos da Sala de Aula (ESSA). Os sujeitos da pesquisa foram: direção, coordenação, alunos (1º e 3º Ano do Ensino Médio), pais ou responsável e professores de química. A pesquisa foi desenvolvida a partir do uso de uma metodologia mista. Os resultados mostraram que as relações entre os sujeitos professor-escola não são tão efetivas isto porque são enfatizadas apenas as interações principalmente em momentos de reuniões. A relação entre professor-pais de alunos é praticamente inexistente e a relação professor-aluno ocorre de maneira mais efetiva, porém contém imperfeições que devem ser corrigidas, segundo o modelo adotado como referencial. Em comparação ao modelo teórico para prática pedagógica do professor, proposto pelo grupo ESSA, os dois professores pesquisados apresentam similaridades em suas práticas pedagógicas, em relação ao modelo adotado. A maior discrepância nas práticas dos dois professores é em relação à classificação do espaço entre os professores e alunos, para o professor 1 há uma nítida separação do espaço, diferentemente do professor 2 que apresentou classificação fraca. Para uma prática pedagógica favorável ao desenvolvimento escolar deve-se buscar o estreitamento das relações entre todos os sujeitos envolvidos, na busca por classificação e enquadramento próximo ao modelo de uma prática pedagógica mista que seja favorável ao sucesso do aluno na escola.
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Diehl, Monika. "-Måste det här vara som en väckelserörelse? : en studie om (det som kallas) entreprenöriellt lärande i grundskolan, utifrån Basil Bernsteins begreppsapparat." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133037.

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The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.
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Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.

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The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.
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Karassellos, Lara Tracey. "Does subject matter? A comparative study of framing and classification in the online and contact versions of two postgraduate management courses and the implications for student learning." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31176.

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This study is positioned in the context of the South African higher education landscape, which is currently grappling with issues of access and inequality. Online education is one of the potential approaches to expand access to South African students, but has often been met with skepticism as to its pedagogical quality, and has been perceived as an inferior alternative to traditional contact education. A comparative research design is followed in which two courses within a postgraduate marketing management qualification at a South African public university are compared. This qualification is offered in both contact and online format. The same courses within different modes of education are compared, as well as different courses within the same mode of education. A coding system was created based on Basil Bernstein’s concepts of framing and classification, and the courses were compared based on various dimensions of framing and classification. The study aimed to explore the affordances and limitations of both contact and online education. It was found that the ‘sequence’ and ‘pace’ aspects of framing are impacted by mode of education, with the online learning environment allowing students more agency in determining the pace and sequence of their learning. The ‘hierarchical rules’ aspect of framing is also impacted by mode, with the online courses offering an inherently non-hierarchical learning environment. It was found that weaker framing over these elements can present either an affordance or limitation, depending on the subject matter, with some types of subject matter being well suited to weaker framing over sequence, pace, and hierarchical rules, and others being constrained by it.
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Books on the topic "Basil Bernstein"

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Basil Bernstein: The thinker and the field. New York, N.Y: Routledge, 2013.

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R, Sadovnik Alan, ed. Knowledge and pedagogy: The sociology of Basil Bernstein. Norwood, N.J: Ablex Pub. Corp., 1995.

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B, Bernstein Basil, Atkinson Paul 1947-, Davies Brian 1938-, and Delamont Sara 1947-, eds. Discourse and reproduction: Essays in honor of Basil Bernstein. Cresskill, N.J: Hampton Press, 1995.

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Atkinson, Paul. Language, structure and reproduction: An introduction to the sociology of Basil Bernstein. London: Methuen, 1985.

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Language, structure, and reproduction: An introduction to the sociology of Basil Bernstein. London: Methuen, 1985.

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Frandji, Daniel, and Philippe Vitale. Knowledge, pedagogy and society: International perspectives on Basil Bernstein's sociology of education. London: Routledge, 2011.

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Moore, Rob. Basil Bernstein. Routledge, 2013. http://dx.doi.org/10.4324/9780203818251.

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Frandji, Daniel, and Philippe Vitale, eds. Actualité de Basil Bernstein. Presses universitaires de Rennes, 2008. http://dx.doi.org/10.4000/books.pur.10154.

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Basil Bernstein Code Theory and Education. Taylor & Francis Group, 2021.

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Singh, Parlo, ed. Basil Bernstein, Code Theory, and Education. Routledge, 2020. http://dx.doi.org/10.4324/9781351033466.

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Book chapters on the topic "Basil Bernstein"

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Broadhead, Samantha, and Margaret Gregson. "Basil Bernstein and Democratic Education." In Practical Wisdom and Democratic Education, 27–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73311-1_2.

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Aksünger, Onur. "Basil Bernsteins Bildungssoziologie." In Sozialschichtzugehörigkeit und Schulerfolg, 37–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39798-2_5.

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Leufer, Nikola. "Basil Bernsteins Code-Theorie." In Kontextwechsel als implizite Hürden realitätsbezogener Aufgaben, 75–124. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-13928-5_3.

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Bustamante, Jorge. "Basic Properties of Bernstein Operators." In Bernstein Operators and Their Properties, 75–160. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55402-0_2.

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Kapur, Deepak, and Manfred Minimair. "Multivariate Resultants in Bernstein Basis." In Automated Deduction in Geometry, 60–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21046-4_4.

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Gupta, Vijay, and Tengiz Shervashidze. "Upper Bounds for Bernstein Basis Functions." In Springer Proceedings in Mathematics & Statistics, 293–301. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33549-5_17.

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Corless, Robert M., and Leili Rafiee Sevyeri. "Approximate GCD in a Bernstein Basis." In Communications in Computer and Information Science, 77–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41258-6_6.

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Simsek, Yilmaz. "Interpolation Function of Generalized q −Bernstein-Type Basis Polynomials and Applications." In Curves and Surfaces, 647–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27413-8_43.

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Lyche, Tom, and Karl Scherer. "On the Sup-norm Condition Number of the Multivariate Triangular Bernstein Basis." In Multivariate Approximation and Splines, 141–51. Basel: Birkhäuser Basel, 1997. http://dx.doi.org/10.1007/978-3-0348-8871-4_12.

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Simsek, Yilmaz. "Deriving Novel Formulas and Identities for the Bernstein Basis Functions and Their Generating Functions." In Mathematical Methods for Curves and Surfaces, 471–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54382-1_27.

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Conference papers on the topic "Basil Bernstein"

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Nagasaka, Kosaku. "Approximate GCD by bernstein basis, and its applications." In ISSAC '20: International Symposium on Symbolic and Algebraic Computation. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3373207.3403991.

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Knopf, George K., and Xiao-Gang Guo. "Bernstein basis function (BBF) network for surface reconstruction." In Electronic Imaging '97, edited by Nasser M. Nasrabadi and Aggelos K. Katsaggelos. SPIE, 1997. http://dx.doi.org/10.1117/12.269772.

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Rababah, Abedallah, and Ayman AL–Shbool. "The transformation matrix of Chebyshev III – Bernstein polynomial basis." In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS 2015 (ICNAAM 2015). Author(s), 2016. http://dx.doi.org/10.1063/1.4951822.

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Lyche, Tom, and Karl Scherer. "Mixed norm condition numbers for the univariate Bernstein basis." In Approximation and Probability. Warsaw: Institute of Mathematics Polish Academy of Sciences, 2006. http://dx.doi.org/10.4064/bc72-0-12.

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Kojima, Akira. "A Characterization of Parameter-Dependent LMIs on Bernstein Polynomial Basis." In 2018 IEEE Conference on Decision and Control (CDC). IEEE, 2018. http://dx.doi.org/10.1109/cdc.2018.8619253.

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Alshbool, Mohammed. "Bernstein Polynomials Method to Solve Fractional Model of Basic Enzyme Kinetics." In 2nd International Conference on Advanced Research in Applied Science and Engineering. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.rase.2020.03.93.

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Sorzio, Paolo, and Caterina Bembich. "A FRAMEWORK TO ANALYSE THE QUALITY OF ECEC SERVICES ACCORDING TO THE CHILD-CENTRED CULTURE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end005.

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In this contribution it is proposed a critical framework, based on Basil Bernstein’s theory, for two aims. The first one is a critical reflection on some structural limits of the Indicator Frameworks used to evaluate the quality of Early Childhood Education and Care services (ECEC), since they rely mainly on measures of the structural and processual characteristics of the educational settings. As a consequence, the processual dimensions are reduced to their individual components, overlooking the complex and contingent interactions that create opportunities for learning. The second aim is to propose a framework, based on Basil Bernstein’s theory to analyse the different child-centred approaches to ECEC.
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Venkataraman, P. "Explicit Solutions for Linear Partial Differential Equations Using Bezier Functions." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99227.

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Solutions in basic polynomial form are obtained for linear partial differential equations through the use of Bezier functions. The procedure is a direct extension of a similar technique employed for nonlinear boundary value problems defined by systems of ordinary differential equations. The Bezier functions define Bezier surfaces that are generated using a bipolynomial Bernstein basis function. The solution is identified through a standard design optimization technique. The set up is direct and involves minimizing the error in the residuals of the differential equations over the domain. No domain discretization is necessary. The procedure is not problem dependent and is adaptive through the selection of the order of the Bezier functions. Three examples: (1) the Poisson equation; (2) the one dimensional heat equation; and (3) the slender two-dimensional cantilever beam are solved. The Bezier solutions compare excellently with the analytical solutions.
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Wu, Huazhang, and Yanna Chen. "Connections between Sylvester resultant matrix and Bezout matrix for Bernstein polynomials basis." In Sixth International Conference on Electronics and Information Engineering, edited by Qiang Zhang. SPIE, 2015. http://dx.doi.org/10.1117/12.2203244.

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Kucukoglu, Irem, and Yilmaz Simsek. "Relations arising from a family of combinatorial numbers and Bernstein type basis functions." In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS (ICNAAM 2017). Author(s), 2018. http://dx.doi.org/10.1063/1.5043694.

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Reports on the topic "Basil Bernstein"

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Quan, Michael, and Steven Walton. Arbitrary-order Bernstein basis functions for Lagrangian Hydrodynamics. Office of Scientific and Technical Information (OSTI), August 2022. http://dx.doi.org/10.2172/1883100.

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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.
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