Domingos, A. M. (now Morais) (1989). Conceptual demand of science courses and social class. In P. Adey (Ed.), Adolescent Development and School Science (pp. 211-223). Falmer Press.

​

Ferreira, S., Morais, A. M., Neves, I. P., Afonso, M. & Silva, P. (2015a). Conceptualização dos conhecimentos e das capacidades em currículos. In Conselho Nacional de Educação (Ed.), Currículos de nível elevado no ensino das ciências (pp. 36-82). CNE (National Education Council).

Ferreira, S., Morais, A. M., Neves, I. P., Afonso, M. & Silva, P. (2015b). Trabalho prático em currículos e práticas pedagógicas. In Conselho Nacional de Educação (Ed.), Currículos de nível elevado no ensino das ciências (pp. 104-154). CNE (National Education Council).

Ferreira, S., Morais, A. M., Neves, I. P., Saraiva, L. & Castro, S. (2015). Conceptualização da construção da ciência em currículos e manuais escolares. In Conselho Nacional de Educação (Ed.), Currículos de nível elevado no ensino das ciências (pp. 180-238). CNE (National Education Council).

​

Ferreira, S. & Saraiva, L. (2023). O trabalho prático no 1.º ciclo do ensino básico português: Estudo de processos de recontextualização entre currículos e manuais escolares. In Santos, B. (Org.), A Sociologia de Basil Bernstein na Pesquisa em Educação em Ciências e Matemática (pp. 129-157). Pedro & João Editores. ISBN: 978-65-265-0930-2

​

​Ferreira, S., & Saraiva, L. (2024). Complexity of Practical Work in Science Curricula and Textbooks: Analysis of Recontextualizing Processes. In M. Sardag, G. Kaya and T. Ecevit (Eds.), Connecting Science Education with Cultural Heritage: Proceedings Book Series of the ESERA 2023 Conference - Book Series-II (pp. 332-338). Nobel Bilimsel Eserler (Nobel Publishing). ISBN: 978-625-393-905-2

Ferreira, S., & Simões, H. (2023). Conceções de futuros professores sobre biodiversidade: implicações para o ensino das ciências. In P. Membiela & M. I. Cebreiros (Eds.), Expectativas y prácticas docentes en la enseñanza de las ciencias (pp. 271-277). Educación Editora. ISBN: 978-84-15524-50-2

​

Morais, A. M. (2001). Crossing boundaries between disciplines: A perspective on Basil Bernstein’s legacy. In S. Power et al., A tribute to Basil Bernstein – 1924-2000 (pp. 31-34). Institute of Education, University of London.

​

Morais, A. M. (2007). Basil Bernstein: Sociology for education. In C. Torres & A. Teodoro (Eds.), Critique and Utopia: New Developments in the Sociology of Education. Rowman and Littlefield (Chap. 8).

​

Morais, A. M., & Neves, I. P. (2001). Pedagogic social contexts: Studies for a sociology of learning. In A. Morais, I. Neves, B. Davies & H. Daniels (Eds.), Towards a sociology of pedagogy: The contribution of Basil Bernstein to research (Chap. 8). Peter Lang.

​

Morais, A. M., Neves, I. P., & Pires, D. (2004). The what and the how of teaching and learning: Going deeper into sociological analysis and intervention. In J. Muller, B. Davies & A. Morais (Eds.), Reading Bernstein, Researching Bernstein (Chap. 6). Routledge & Falmer.

​

Morais, A. M., & Neves, I. P. (2006). Teachers as creators of social contexts for scientific learning: New approaches for teacher education. In R. Moore, M. Arnot, J. Beck & H. Daniels (Orgs.), Knowledge, power and educational reform: Applying the sociology of Basil Bernstein (Chap. 9). Routledge.

​

Morais, A. M., & Neves, I. P. (2008). Textes éducatifs et contextes favorisant l'apprentissage: Optimisation d`un modèle de pratique pédagogique. In D. Frandji & P. Vitale (Orgs.), Actualité de Basil Bernstein: Savoir, pédagogie et société (pp. 225-241). Presses Universitaires de Rennes (PUR).

​

Morais, A. M., & Neves, I. P. (2010). Basil Bernstein as an inspiration for educational research: Specific methodological approaches. In P. Singh, A. Sadovnik & S. Semel (Eds.), Toolkits, translation devices and conceptual accounts: Essays on Basil Bernstein's sociology of knowledge (Chap. 2). Peter Lang.

​

Morais, A. M., & Neves, I. P. (2012). Zur wirkung von curriculum und kontext: Optimierung eines modells pädagogischer praxis. In U. Gellert & M. Sertl (Eds.), Zur soziologie des unterrichts. Arbeiten mit Basil Bernsteins theorie des pädagogischen diskurses (pp. 119-140). Beltz Juventa.

​

Morais, A. M., Neves, I. P., Ferreira, S., Afonso, M., Silva, P., Saraiva, L. & Castro, S. (2015). Elevar o nível da educação científica: Algumas propostas de intervenção pedagógica. In Conselho Nacional de Educação (Ed.), Currículos de nível elevado no ensino das ciências (pp. 240-293). CNE (National Education Council).

​

Morais, A. M., & Neves, I. P. (2016). Vertical discourses and science education: Analyzing conceptual demand of educational texts. In P. Vitale & B. Exley (Eds.), Pedagogic Rights and Democratic Education: Bernsteinian explorations of curriculum, pedagogy and assessment (Chap. 13). Routledge.

​

​Morais. A. M., Castro, S., Ferreira, S. & Neves, I. P. (2018). The nature of science in secondary school Geology: Studying recontextualising processes. In M. E. Prestes & C. C. Silva (Eds.), Teaching science with context: Historical, Philosophical, and Sociological approaches (Chap. 26). Springer.

​

Neves, I. P., & Morais, A. M. (2001). Texts and contexts in educational systems: Studies of recontextualising spaces. In A. Morais, I. Neves, B. Davies & H. Daniels (Eds.), Towards a sociology of pedagogy: The contribution of Basil Bernstein to research (Chap. 9). Peter Lang.

Neves, I. P., Morais, A. M., & Afonso, M. (2004). Teacher training contexts: Study of specific sociological characteristics. In J. Muller, B. Davies & A. Morais (Eds.), Reading Bernstein, Researching Bernstein (Chap. 12). Routledge & Falmer.

​

Neves, I. P. & Morais, A. M. (2020). Pedagogic practices in the family socializing context and children’s school achievement. In P. Singh (Ed.), Basil Bernstein, Code Theory, and Education: Women’s Contributions (Chap. 2). Routledge.

​