{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/38364"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/38364","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"School culture and pedagogic practice : a case study of two schools","abstract":"This study examines ways in which school culture shapes teacher's repertoires of pedagogic practices by regulating selection from wider individual and collective reservoirs. The study argues that school culture can be understood in terms of four mutually constitutive dimensions. These can be grouped into institutional structure (comprised of social structure and the structuring of time and space) and communication (comprised of meanings and values, and access to pedagogic knowledge). 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The study focuses on the ways in which each dimension of school culture, as well as the patterns of coherence which emerge across these dimensions, influence pedagogic practice."]},{"key":"dc:title","label":"Title","values":["School culture and pedagogic practice : a case study of two schools"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jacklin, Heather"],"dc:creator":["Tungcheun, Heidi"],"dc:date.accessioned":["2023-09-04T10:31:49Z"],"dc:date.available":["2023-09-04T10:31:49Z"],"dc:date.issued":["2002"],"dc:description.abstract":["This study examines ways in which school culture shapes teacher's repertoires of pedagogic practices by regulating selection from wider individual and collective reservoirs. The study argues that school culture can be understood in terms of four mutually constitutive dimensions. 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