References
- Arnot, Madeleine, and Diane Reay. 2006. “The Framing of Performance Pedagogies: Pupil Perspectives on the Control of School Knowledge and Its Acquisition.” In Education, Globalization and Social Change, edited by Hugh Lauder, Phil Brown, Jo-Anne Dillabough, and A.H. Halsey, 766–778. Oxford: Oxford University Press.
- Barrett, Brian. 2009. “No Child Left behind and the Assault on Teachers’ Professional Practices and Identities.” Teaching and Teacher Education 25 (8): 1018–1025.10.1016/j.tate.2009.03.021
- Barrett, Brian, and Rob Moore. 2015. “Changing from within: Basil Bernstein, Teacher Education, and Social Justice.” In Pedagogic Rights and Democratic Education, edited by Philippe Vitale, and Beryl Exley, 47–58. London: Routledge.
- Barrett, Brian, and Elizabeth Rata, eds. 2014. Knowledge and the Future of the Curriculum: International Studies in Social Realism. Basingstoke: Palgrave Macmillan.
- Bernstein, Basil. 1970. “Education Cannot Compensate for Society.” New Society 387: 344–347.
- Bernstein, Basil. 1971. Class, Codes and Control. vol. 1. London: Routledge and Kegan Paul.10.4324/9780203014035
- Bernstein, Basil. 1977. Class, Codes and Control,. 2nd ed. vol. 3. London: Routledge and Kegan Paul.
- Bernstein, Basil. 1990. Class, Codes and Control. vol. 4. London: Routledge.10.4324/9780203011263
- Bernstein, Basil. 1995. “A Response.” In Knowledge and Pedagogy, edited by Alan Sadovnik, 385–424. Norwood, New Jersey: Ablex.
- Bernstein, Basil. 1999. “Vertical and Horizontal Discourse: An Essay.” British Journal of Sociology of Education 20 (2): 157–173.10.1080/01425699995380
- Bernstein, Basil. 2000. Pedagogy, Symbolic Control and Identity. Lanham, MD: Rowman and Littlefield.
- Coleman, James S., Ernest Q. Campbell, Carol J. Hobson, James McPartland, Alexander M. Mood, Frederick D. Weinfeld, and Robert L. York. 1966. Equality of Educational Opportunity. Washington, D.C.: U.S. Department of Health, Education, and Welfare, Office of Education.
- Editorial Projects in Education Research Center. 2011. “Issues a-Z: Achievement Gap.” Education Week, July 7. http://www.edweek.org/ew/issues/achievement-gap/
- Hoadley, Ursula. 2006. “Analyzing Pedagogy: The Problem of Framing.” Journal of Education 40: 15–34.
- Hoadley, Ursula. 2007. “The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools.” Journal of Curriculum Studies 39 (6): 679–706.10.1080/00220270701261169
- Kelly, Sean. 2014. “Toward an Optimal Learning Environment: Studies of Engagement at the Moment of Instruction.” Educational Researcher 43 (4): 208–210.10.3102/0013189X14532521
- Kucsera, John, and Gary Orfield. 2014. “New York State’s Extreme School Segregation: Inequality, Inaction, and a Damaged Future.” http://www.civilrihtsproject.ucla.edu
- Lubienski, Sarah T. 2004. “Decoding Mathematics Instruction: A Critical Examination of an Invisible Pedagogy.” In Reading Bernstein, Researching Bernstein, edited by Johan Muller, Brian Davies and Ana Morais, 108–122. London: RoutledgeFalmer.
- Maton, Karl, and Rob Moore, eds. 2010. Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind. New York: Continuum.
- Moore, Rob. 2013. Basil Bernstein: The Thinker and the Field. London: Routledge.
- Moore, Rob, and Johan Muller. 2002. “The Growth of Knowledge and the Discursive Gap.” British Journal of Sociology of Education 23 (4): 627–637.10.1080/0142569022000038477
- Morais, Ana M., and Clementina Miranda. 1996. “Understanding Teachers’ Evaluation Criteria: A Condition for Success in Science Classes.” Journal of Research in Science Teaching 33 (6): 601–624.10.1002/(ISSN)1098-2736
- Morais, Ana M., and Isabel P. Neves. 2001. “Pedagogic Social Contexts: Studies for a Sociology of Learning.” In Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research, edited by Ana Morais, Isabel Neves, Brian Davies, and Harry Daniels, 185–221. New York: Peter Lang.
- Morais, Ana M., and Isabel P. Neves. 2011. “Educational Texts and Contexts That Work: Discussing the Optimization of a Model of Pedagogic Practice.” In Knowledge, Pedagogy and Society, edited by Daniel Frandji and Philippe Vitale, 191–207. New York: Routledge.
- Morais, Ana M., Isabel P. Neves, and Margarida Afonso. 2005. “Teacher Training Processes and Teachers’ Competence: A Sociological Study in the Primary School.” Teaching and Teacher Education 21: 415–437.10.1016/j.tate.2005.01.010
- Morais, Ana M., Isabel P. Neves, and Delmina Pires. 2004. “The What and the How of Teaching and Learning: Going Deeper into Sociological Analysis.” In Reading Bernstein, Researching Bernstein, edited by Johan Muller, Brian Davies, and Ana Morais, 75–90. London: RoutledgeFalmer.
- Muller, Johan. 2000. Reclaiming Knowledge. London: Routledge.
- Neves, Isabel P., Ana M. Morais, and Margarida Afonso. 2004. “Teacher Training Contexts: Study of Specific Sociological Characteristics.” In Reading Bernstein, Researching Bernstein, edited by Johan Muller, Brian Davies, and Ana Morais, 168–186. London: RoutledgeFalmer.
- New York State Education Department. 2012. “The New York State District Report Card.” http://www.reports.nysed.gov
- Newman, Lily. 2010. “Anchor Charts: Making Thinking Visible.” http://www.engageny.org/sites/default/files/resource/attachments/anchor_charts.pdf
- Orfield, Gary, Erica Frankenberg, and John Kucsera. 2014, May 15. “Brown at 60: Great Progress, a Long Retreat, and an Uncertain Future.” http://www.civilrihtsproject.ucla.edu
- Perry, Theresa. 2003. Up from the Parched Earth: Toward a Theory of African-American Achievement. In Young, Gifted, and Black, edited by Theresa Perry, Claude Steele, and Asa G. Hilliard, III, 1–108. Boston, MA: Beacon Press.
- Reardon, Sean F. 2011. “The Widening Academic Achievement Gap between the Rich and the Poor: New Evidence and Possible Explanations.” In Whither Opportunity? Rising Inequality, Schools, and Children’s Life Chances, edited by Greg J. Duncan, and Richard J. Murnane, 91–116. New York, NY: Russell Sage Foundation.
- Singh, Parlo. 2013. “Unlocking Pedagogic Mazes.” Discourse: Studies in the Cultural Politics of Education 34: 799–807.
- Wheelahan, Leesa. 2007. “How Competency-Based Training Locks the Working Class out of Powerful Knowledge: A Modified Bernsteinian Analysis.” British Journal of Sociology of Education 28 (5): 637–651.10.1080/01425690701505540
- Young, Michael F. D. 2008. Bringing Knowledge Back in: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge.