共查询到20条相似文献，搜索用时 31 毫秒
1.
Building on evidence from an earlier small-scale study of the discourse of the National Literacy Strategy (NLS) in England, the findings of a more extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers are presented. Using a computerised observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of 'interactive whole class teaching' in the teaching of the NLS to see whether it is promoting higher levels of interaction and cognitive engagement by pupils. The findings support our earlier study and suggest that the NLS is encouraging teachers to use more directive forms of teaching with little opportunities for pupils to explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS. 相似文献
2.
Pedagogical Dilemmas in the National Literacy Strategy: Primary teachers' perceptions,reflections and classroom behaviour 总被引：2，自引：3，他引：2
This paper argues that the National Literacy Strategy (NLS) offers contradictory pedagogical advice to teachers on 'interactive teaching'. It reports research on teachers' perceptions of and responses to this advice and focuses particularly on NLS demands for teaching which is 'well paced with a sense of urgency'. Evidence from case studies and systematic observations of classroom interaction is used to show that whilst teachers vary in their sensitivity to the dilemmas posed by NLS demands, their classroom discourse in the Literacy Hour is quantitatively and qualitatively different from pre-NLS discourse. It is suggested that opportunities for critical reflection on practice are needed to help teachers articulate and resolve the dilemmas created by the imposition of prescribed programmes on personal educational principles. 相似文献
3.
This study examines the relationship between teachers' beliefs and their practices at Key Stage 2 (ages 7-11) in relation to the use of questioning. Data were collected from interviewing and observing Key Stage 2 teachers at four schools in the West of England. A Straussian approach to grounded theory is followed broadly in order to analyse the data. In contrast to the findings of previous studies, which suggested a mismatch between teachers' beliefs and practices in that teachers, in certain respects, do less than they claim, the research revealed that teachers use a variety of skills during their teaching that they may not always be aware of. It is also argued that teachers do not share researchers' language to express the way they teach. 相似文献
4.
《British Educational Research Journal》2006,32(3):443-457
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two‐year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered. 相似文献
5.
SUE BEVERTON 《Cambridge Journal of Education》2003,33(2):217-235
As schools adapt to the Key Stage 3 Literacy Strategy, this paper looks at early impacts upon secondary English departments of the primary National Literacy Strategy (NLS). Since 1999, pupils with increasing experience of the primary NLS have been entering secondary schools. This paper focuses upon four secondary English departments at three points in time: early in the first year in which secondary schools received Y7 students who had experienced the NLS (autumn 1999), towards the end of the same school year (July 2000) and five terms later (spring 2002). The paper looks for shifts over time in departmental policy and practice across the primary/secondary transfer that may relate to the impact of the primary NLS. Of the two major findings from rounds one and two of interviews, one was confirmed by the third round of interviews and one was not. The persistent finding was that greater success with post-NLS students in Y7 was experienced by the English department that already practised high levels of liaison with feeder primary schools and worked positively to publicise their literacy practices across their own school's other subject departments. However, over the three years, the four departments grew more varied in their preparation for, and responses to, receiving students from the primary NLS. This suggests that English departments are operating their responses to the primary NLS with a fair degree of autonomy. 相似文献
6.
Roger Harris 《Education 3-13》2013,41(1):53-56
Literacy teaching and learning in English primary schools has changed over the last few years. In particular the Literacy Hour has established more firmly a number of literacy activities such as shared reading and shared writing as well as creating a clear focus and time for literacy. However, it has also led, this article argues, to a devaluing of books, children and teachers. The Literacy Hour for the early years in Key Stage 1 may be too restrictive, formal and inappropriate for the youngest primary school children. 相似文献
7.
This paper critiques a recent initiative arising from the British Government's National Literacy Strategy for secondary schools. The initiative focuses on Drama within the English curriculum for 11–14‐year‐olds (Key Stage 3). Taking issue with the imposition on Drama of the objectives‐led curriculum model of the Key Stage 3 Framework for teaching English, I examine whether the ‘focus on Drama’ during 2003/04 has led to a higher profile for Drama within English and facilitated curriculum collaboration between English and Drama teachers, as claimed. The article draws on evidence from a small‐scale research project involving student teachers of English and Drama on teaching practice in London schools. I conclude that the KS3 Framework model of curriculum development and training does not promote collaboration in English and Drama teaching that is genuinely creative, and I identify some approaches which could offer an alternative. 相似文献
8.
Writing Process and Progress: Where Do We Go from Here? 总被引：3，自引：0，他引：3
Mary Hilton 《English in Education》2001,35(1):4-11
This article examines the rationale behind the government's methods for raising standards in writing at Key Stage 2. Firstly there is a renewed drive to teach discrete units of sentence grammar. Secondly there is a fresh commitment to shared and guided writing. But, because it is envisaged that these teacher‐led sessions will take up at least half of the Literacy Hour two or three times a week, both these aims will lead to a diminution of time for written composition by the children themselves. This is in accordance with new criticisms by NLS policy makers of the model of ‘process’ embedded in the National Curriculum, particularly the idea of creative pre‐writing activities and sustained independent writing. The article goes on to argue that these new measures ignore research on the ways children learn to write and will not lead to a rise in standards. 相似文献
9.
Kate Wall 《Curriculum Journal》2013,24(3):233-246
This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers' and children's perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour. 相似文献
10.
Jo Westbrook 《Literacy》2007,41(3):147-154
This paper reports a small‐scale study of wider reading at Key Stage 3 in current English classrooms in secondary schools in the south of England. Six English teachers, three of whom were relatively new to teaching, were interviewed on what they thought about wider reading. The findings indicate that because of a lack of time and absence of demand for such reading in the current English curriculum, the more experienced teachers felt ambivalent about encouraging and assessing wider reading. The less experienced teachers were uncertain about how to encourage it and whether to respond positively to students' preferred reading patterns, such as the serial reading of books by a particular author. In several of the schools concerned, it appeared that school librarians had taken over the role of encouraging wider reading, as the English teachers focused on the technical skills required by the National Literacy Strategy. Where teachers did initiate wider reading, this was sometimes against departmental practice, a semi‐illicit addition to their workload and could thus be seen almost as a form of ‘bootlegging’. In addition to wider educational effects, the lack of support for this practice has implications for students' future success in English at General Certificate of Secondary Education and Key Stage 5 (16–18) as both require students to read whole texts widely and confidently. The paper argues that it might be more productive to prepare students for this than to expect such reading to develop spontaneously as a ‘happy accident’. 相似文献
11.
The use of high frequency word lists has re-emerged recently as a useful part of the knowledge base of primary teachers of literacy. The National Literacy Project framework for teaching makes explicit use of such lists. In this article Laura Huxford and her colleagues examine the contents of word lists and make some useful observations about the words it appears important to teach children to read at Key Stage 1. 相似文献
12.
Pamela King 《English in Education》2002,36(2):7-17
The National Literacy Strategy (NLS) was introduced by the government in the wake of the hotly debated issue of falling educational standards in the UK. All schools were required to adopt the NLS Literacy Hour unless they could show their preferred programme would result in raised levels of achievement. My experience of delivering the Literacy Hour has been a process of adaptation to the needs of my pupils, who are drawn mainly from groups whose language backgrounds differ from that which is dominant in school. I have found that the requirements of NLS, together with many of the commercial resources used to teach it, are not appropriate for pupils from these groups and a question arose: is it the pupils who are in some way deficient or is it the approach and the resources being used? This article takes a case study of the use of a commercially produced resource to explore the model of language implicit in NLS, the kinds of resources it generates and the ways in which this creates failure in pupils from different language backgrounds. It then considers the New Literacy Studies and their implications for an alteration in our approach. 相似文献
13.
14.
Efforts to encourage ‘interactive practice’ in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of interaction remains largely unchanged since the introduction of these strategies in terms of the type and amount of questions teachers are asking, and the opportunities for extended pupil participation. This article uses evidence gathered from a large‐scale research project examining classroom interactions during literacy and numeracy lessons, and the researchers' critical reflections upon this process, to examine conceptions of interactive pedagogy. It is argued that in order to ‘open’ classroom interaction, emphasis should be less on the questions teachers ask, and more on the manner with which teachers react to pupils' responses to questions. Episodes of classroom interaction from video recorded literacy and numeracy lessons taken as part of the study are used to support this argument. They present evidence of teacher behaviours in reaction to pupils' responses which succeed in facilitating a more interactive learning environment. The implication that such behaviour will contribute towards a model of effective interactive practice is also discussed. 相似文献
15.
Abstract The Literacy Lab Professional Development provided a laboratory approach to professional development for 42 high school teachers in two schools. Three main activities included: (1) planning and professional development days, (2) lab and professional development days, and (3) individual coaching. The targets of the Literacy Lab Professional Development and its associated guiding questions focused on student engagement and understanding, teaching students how to make meaning from text, teaching students to write, and the structures, systems, routines, and rituals needed to create a classroom culture of thinking and learning. Results from this study point to positive differences between participating and matched-nonparticipating teachers in their instruction, student grouping, nature of tasks, task demands, types of knowledge expectations, personalization, tone, and authority structures. 相似文献
16.
Julian Agyeman 《Environmental Education Research》1998,4(2):139-154
In this paper it is argued that teachers in England at Key Stage 2 (KS2), i.e. teachers of pupils of 7‐11‐years‐old, have been influenced by Urban Wildlife Groups (UWGs), amongst others, in relation to what they teach in urban nature. The research presented shows that teachers have selected ideas from a set of traditional ecological values, theories and practices, originally developed for rural, not urban environments. The distinction between ‘native’ and ‘alien’ plant species and the utility of each to wildlife is a key yet contested concept, which can have pejorative and racist overtones. Some teachers may not be aware of this. From this research platform, an alternative contextual and theoretical approach is presented using the entity of the Multicultural City Ecosystem and the process of multicultural ecology. It provides a framework for thought and practical reflection amongst education officers in UWGs, curriculum planners and teachers. It accepts both historical and contemporary human induced plant movements as inevitable in a trading nation, especially to our ports and cities. In so doing, it provides curriculum planners and teachers with an approach to urban nature at KS2 which is based upon an analysis of real events, historical (and prehistoric), contemporary and future. In essence, its focus is on what is there and why it is there, not on mythological and arcadian notions ie what urban ecologists say should be there. 相似文献
17.
The introduction of a national 'literacy hour' as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of 'interactive whole class teaching' which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The implications of the findings for externally generated curriculum reforms like the NLS are considered together with the in-service needs of teachers who are charged with implementing such policy-led initiatives. 相似文献
18.
Despite a professional rhetoric about the importance of consulting children, there is reason to think that many teachers continue to disregard children's views in their dayto-day practice. The Literacy Hour, with its detailed content and prescribed pedagogic structure, leaves teachers, teaching assistants and children very little room for comment or change. This article reports on a small-scale interview study involving 48 children. The study aimed to understand children's experiences of the Literacy Hour. It is suggested that their comments should serve to inform professional practice. They raise important considerations related to teaching and learning and also provide reasons for questioning if the hour is as complete an answer to literacy teaching as it is claimed to be. 相似文献
19.
John Paramore 《Teaching Statistics》2011,33(3):71-75
Many primary school teachers will have not heard of the data‐handling cycle as set out in the English Key Stage 3 (UK ages 11–14) curriculum. This article argues that with a little adjustment, it could become the defining model for a holistic and dialogical approach to data handling at Key Stage 2 (UK ages 7–11). 相似文献
20.
Too Much,Too Young? An Analysis of the Key Stage 3 National Literacy Strategy in Practice 总被引：1，自引：0，他引：1
Neil Allen 《English in Education》2002,36(1):5-15
This article was first drafted after I worked for 14 weeks last year in a school that was piloting the National Literacy Strategy at Key Stage 3. I now work in another school delivering the full published Strategy to Year 7. In this article, I explore the contradictions inherent in the Strategy in attempting to develop the English and literacy skills of Key Stage 3 pupils. Ultimately, my argument is that the educational benefits of this teaching to objectives is at odds with some of the deeper aims of the Strategy and of English teaching, and that the constant assessment involved puts too much pressure on our youngsters at an age when they should be concentrating on social development as people. 相似文献