Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-Building.

Maton, Karl

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - EJ825358

Title: Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-Building

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-Building
Authors:	Maton, Karl
Descriptors:	Professional Education; Educational Theories; Learning Theories; Learning Processes; Secondary School Curriculum; College Curriculum; English Instruction; Educational Principles; Alignment (Education); Curriculum Design; Context Effect; Transfer of Training; Foreign Countries; Instructional Design; Educational Technology; Case Method (Teaching Technique); Essays
Source:	British Journal of Sociology of Education, v30 n1 p43-57 Jan 2009
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2009-01-00
Pages:	15
Pub Types:	Journal Articles; Reports - Research
Abstract:	The present article extends Basil Bernstein's theorisation of "discourses" and "knowledge structures" to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming dichotomies in Bernstein's model by conceptualising knowledge in terms of "legitimation codes" (bases of achievement) and "semantic gravity" (context-dependency of knowledge). This developed framework is used to analyse two contrasting examples of curriculum--from professional education at university and secondary school English--that aim to enable cumulative learning. Analyses of students' work products show that both cases can constrain knowledge-building by anchoring meaning within its context of acquisition. The basis for this potential is located in a mismatch between their aims of enabling students to learn higher-order principles and their curricular means that focus on knowers' dispositions rather than articulating principles of knowledge. (Contains 3 figures, 2 tables, and 5 notes.)
Abstractor:	As Provided
Reference Count:	30

Note:	N/A
Identifiers:	Australia
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0142-5692
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/01425690802514342

Back to Search Results