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Lookup NU author(s): Dr Frank Hardman, Professor David Leat
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This paper draws on two empirical studies investigating methods of teaching and learning in the post-16 curriculum in England consisting of two subjects: English literature and the more recent arrival of English language. The findings of both studies suggest that teachers do not vary their teaching styles when teaching the two English subjects at the post-16 level as many commentators argue. Possible explanations as to the causes of the findings of the studies are explored together with their wider implications for the inservice and initial education of teachers. © 1998 Elsevier Science Ltd. All rights reserved.
Author(s): Hardman F, Leat D
Publication type: Article
Publication status: Published
Journal: Teaching and Teacher Education
Year: 1998
Volume: 14
Issue: 4
Pages: 359-369
Print publication date: 15/10/1999
ISSN (print): 0742-051X
ISSN (electronic): 1879-2480
Publisher: Pergamon
URL: http://dx.doi.org/10.1016/S0742-051X(98)80015-2
DOI: 10.1016/S0742-051X(98)80015-2
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