No Child Left Behind and the assault on teachers' professional practices and identities

This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards a “performance” model of official pedagogic discourse. The paper posits that this shift carries the capacity to fundamentally alter teachers' professional practices and identities. It examines particularly whether the policy shift has impacted the professional practices and identities of pre-service and early career teachers, whose training has been completed in the wake of No Child Left Behind, differently than it has impacted the professional practices and identities of their veteran counterparts.     

Why university lecturers enhance their teaching through the use of technology: a systematic review

The purpose of this systematic review is to add to current understanding of technology‐enhanced teaching through a process of synthesis and analysis of a collection of contemporary case studies set within university contexts. The justification to review case studies comes from Pinch and Bijker’s concept of the ‘social construction of technology’ as a way to structure the relationships between technological artefacts used in teaching and those social groups that shape their use. Basil Bernstein’s sociological theory of pedagogy provided the framework for the analysis of the case studies. His concepts of ‘classification’ which examines power relations between categories, such as agencies, agents, discourses and practices, and ‘framing’ which examines the control of instruction in relation to the selection, sequence, pacing and evaluation of learning and determines the relationship between teachers and students, were used as instruments for the analysis of the systematically chosen case studies.