A comparative study of the relation between different models of pedagogic practice and constructs of deviance
A comparative study of the relation between different models of pedagogic practice and constructs of deviance
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DOI：
10.1080/0305498960220104
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发表时间：
1996-03-01
影响因子：
2
通讯作者：
Johansen, LU
中科院分区：
文献类型：
--
作者：
Daniels, H;Holst, J;Johansen, LU
本研究试图说明不同的学校环境如何产生不同的社会能力标准，并制定这些差异的措施。基本假设与学校教育取向的特点，偏差的看法。因此，这是一个社会制度结构和个人思维之间的关系的研究。从某种意义上说，它考虑了当地学校文化在构建个体行为者的感知中的作用。英国和丹麦的学校在结构和互动特征以及交际实践方面进行了匹配，使用了从文化传播理论发展而来的编码程序。教师和学生对学校行为的看法在各种教学实践形式内部和之间以及在国家内部和国家之间进行了比较。这项研究使用的方法来描述学校和引出学校行为的结构，通过非指导性的采访技术在最初的试点研究。基本假设涉及各国学校教学取向的特点对学校行为的看法。这些数据表明了超越国界的差异：不同类别的看法与教学实践。
This study attempts to show how different school contexts generate different criteria of social competence and develop measures of these differences. The basic hypothesis relates features of the school pedagogic orientations to perceptions of deviance. It is, therefore, a study of the relation between socio-institutional structures and individual thinking. In a sense it considers the role of the local school culture in the construction of the perceptions of individual actors.Schools in England and Denmark were matched in terms of their structural and interactional features and communicative practices using a coding procedure developed from a theory of cultural transmission. Teachers' and pupils' perceptions of school behaviour were compared within and between forms of pedagogic practice and within and between countries. The study used approaches to describing schools and eliciting constructs of school behaviour through non-directive interview techniques developed in initial pilot studies. The basic hypothesis relates features of the school pedagogic orientations across countries to perceptions of school behaviour. The data were suggestive of differences beyond national boundaries: categories of perceptions were differentially associated with pedagogic practices.