Time and temporality as mediators of science learning
Few studies have focused on understanding how teaching and learning in classrooms are mediated by other dimensions of the organizational systems of which education is an integral part. Our seven-year ethnographic study of an urban high school shows how time and temporality constitute key practical and theoretical resources to the actors in the cultural organization of schools, a product of transactions involving individuals and artifacts that traverse multiple cultural fields, each with its own distinctive structures
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||Time, Learning, Science Education, Curriculum, Organization|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > Schools > School of Curriculum|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 John Wiley & Sons|
|Copyright Statement:||The definite version is available on publication at www3.interscience.wiley.com|
|Deposited On:||21 Aug 2008|
|Last Modified:||25 Mar 2013 18:07|
Repository Staff Only: item control page