Vis enkel innførsel

dc.contributor.authorHaugen, Cecilie
dc.date.accessioned2019-04-08T07:16:18Z
dc.date.available2019-04-08T07:16:18Z
dc.date.created2018-10-31T14:15:53Z
dc.date.issued2018
dc.identifier.citationBritish Journal of Sociology of Education. 2018, 39 (8), 1160-1174.nb_NO
dc.identifier.issn0142-5692
dc.identifier.urihttp://hdl.handle.net/11250/2593597
dc.description.abstractAs part of neoliberal reforms, evidence-based practice is increasingly influencing teachers’ work. In Norway, the American programme ‘School-Wide Positive Behavioural Intervention and Support’ (SW_PBIS) has been implemented in a great number of schools. One school experienced an intense conflict with parents, so that eventually it opted out of the programme. Using Basil Bernstein’s framework, this paper investigates what the conflict was about and how it can relate to class and ideology. The conflict was rooted in the ideological foundation of the programme, as well as its unintended negative effects. The teachers’ unexpectedly persistent support of the programme may be explained by the fact that it offers them a way out of taking personal responsibility for a pedagogically challenging situation. Looking into the role the specific contexts play may contribute to a deeper understanding of the complex relationship between class, values and practices as teachers’ hierarchical relations may be changing.nb_NO
dc.description.abstractNew middle-class values and context: exploring an ideological conflict between a Norwegian school and parents over an American evidence-based programmenb_NO
dc.language.isoengnb_NO
dc.publisherTaylor & Francisnb_NO
dc.titleNew middle-class values and context: exploring an ideological conflict between a Norwegian school and parents over an American evidence-based programmenb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber1160-1174nb_NO
dc.source.volume39nb_NO
dc.source.journalBritish Journal of Sociology of Educationnb_NO
dc.source.issue8nb_NO
dc.identifier.doi10.1080/01425692.2018.1483819
dc.identifier.cristin1625500
dc.description.localcodeLocked until 1 May 2020 due to copyright restrictions. This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 31 October 2018, available at https://doi.org/10.1080/01425692.2018.1483819nb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel