Pedagogic practices in the family socializing context and children's school achievement

This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of famil...

Full description

Saved in:
Bibliographic Details
Published in:British journal of sociology of education 2005-02, Vol.26 (1), p.121-137
Main Authors: Neves, Isabel P., Morais, Ana M.
Format: Article
Language:English
Subjects:
Academic Achievement
Attitudes
Bernstein, B
Childrearing Practices
Children
Daughters
Discourse Analysis
Educational Practices
Families & family life
Family Environment
Family School Relationship
Family studies
Fathers
Modeling
Mothers
Parents
Pedagogy
Schooling
Schools
Social control
Social Environment
Social groups
Socialization
Sociology
Sociology of education. Educational systems. Lifelong education
Teaching
Teaching methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper describes a qualitative study about pedagogic practices in the family. The pedagogic code underlying family practices is characterized and related to specific social groups. Students' achievement is discussed in relation to family and school pedagogic practices. The analysis of family pedagogic practice was based on a model derived from Bernstein's theory. The model considers two main dimensions, the coding orientation and its specific realizations in both the instructional and regulative contexts. It provided indicators of the family discursive context and the form in which knowledges and values are transmitted. The model developed allowed a deep and delicate analysis of the family socializing context. The study showed that families differ in their coding orientation and pedagogic practices, and suggested that there are factors other than social groups to determine family's pedagogic practice. It also suggested that specific familial practices may explain children's differential achievement at school.
ISSN:0142-5692
1465-3346
DOI:10.1080/0142569042000292752