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Lookup NU author(s): Dr Frank Hardman, Dr Fay SmithORCiD
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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 will be presented. The paper will explore 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. A national survey (n=600) of the perceptions of teachers on the usefulness of the pedagogical advice given on whole class interactive teaching will also be presented. The implications of the findings for 'top down' curriculum initiatives like the NLS will be considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing national policy-led initiatives.
Author(s): Smith F; Hardman F
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: European Conference on Educational Research
Year of Conference: 2002
URL: http://brs.leeds.ac.uk/%7Ebeiwww/BEIA/ecer2002.htm
