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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.
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
URL: http://dx.doi.org/10.1080/03057640302043
DOI: 10.1080/03057640302043
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