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'Interactive Whole Class Teaching' in the National Literacy Strategy

Lookup NU author(s): Dr Frank Hardman, Dr Fay SmithORCiD, Dr Kate Wall


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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.

Publication metadata

Author(s): Hardman F, Smith F, Wall K

Publication type: Article

Publication status: Published

Journal: Cambridge Journal of Education

Year: 2003

Volume: 33

Issue: 2

Pages: 197-215

Print publication date: 01/07/2010

ISSN (print): 0305-764X

ISSN (electronic): 1469-3577

Publisher: Routledge


DOI: 10.1080/03057640302043


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