Pedagogical Dilemmas in the National Literacy Strategy: Primary teachers' perceptions, reflections and classroom behaviour

English, Eve; Hargreaves, Linda; Hislam, Jane

doi:10.1080/03057640220116409

Cited by 72 publications

(51 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Lipman et al (1980) claim that 'Unless teachers are trained by means of the identical instructional approaches as those that they will be expected to utilise in their own classrooms, their preparation will be a failure' (p. 47). The evidence strongly supports the value of a democratic (participatory, inclusive), collaborative approach to training and development, which promotes (group) discussion, critical reflection, self-evaluation and decision-making (see, for example, Lewin, 1952Lewin, , 1982Revans, 1985;Carr & Kemmis, 1983;Hardman & Mroz, 1999;English et al, 2002).…”

Section: Requirement 2 Training Which Mirrors Interactive Teachingmentioning

confidence: 91%

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Jones¹

2004

Westminster Studies in Education

View full text Add to dashboard Cite

Interactive whole-class teaching is championed by the English National Curriculum and the accompanying National Literacy and National Numeracy Strategies. Inspection of the related literature, however, reveals no corresponding pedagogy, which is also lacking in earlier 'interactive' initiatives. The paper considers how traditional 'hierarchical' perceptions have undermined the 'practical' prescriptions given and neglected attitudinal influences. It argues that this practical deficit, aspects of teacher education and institutional leadership/culture have historically made it difficult for teachers to fully 'unlearn' authoritarian 'transmission' practices which the UK Government recognizes work against inclusion and performance at all education levels. Research undertaken in the 1970s provides a practical model of inclusive interactive teaching, training and leadership and this is considered to be one of three related requirements necessary to overcome the reported implementation failure of an interactive approach. Finally, the paper considers the example of a headteacher whose collaborative 'interactive' attitudes enabled an inclusive learning ethos, increasing accessibility and pioneering routes to widen participation for the traditionally excluded.

show abstract

Section: Requirement 2 Training Which Mirrors Interactive Teachingmentioning

confidence: 91%

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Jones¹

2004

Westminster Studies in Education

View full text Add to dashboard Cite

show abstract

“…Of particular relevance to this paper, is the endorsement of interactive whole class teaching which was promoted in the NNS and NLS (DfEE, 1998(DfEE, , 1999 as a collective pedagogy aimed at offering ''high levels of involvement for all pupils, particularly the least able, many of whom quickly gain confidence'' (DfEE, 1998, p. 10). This had limited impact on classroom practices (English et al, 2002;Mroz et al, 2000;Smith, Hardman, Wall, & Mroz, 2004) and consequently, was omitted from the recent National Primary Strategy in favour of a more personalised learning approach (Alexander, 2004). I have argued elsewhere (Black, 2007) that policy on interactive whole class teaching may have been ineffective because it presented teachers with contradictory discourses-a discourse of social inclusion which conflicted with the dominant discourse of performativity and accountability inherent in England's education system (Alexander, 2004).…”

Section: The Individualised Learnermentioning

confidence: 93%

“…A number of studies have highlighted how both concepts are commonplace in many teachers' descriptions of their own practice. In respect of 'time pressure', both English, Hargreaves, and Hislam (2002) and Mroz, Smith, and Hardman (2000) report how teachers felt a daily conflict between adherence to the pace of the curriculum and the need to foster extended pupil contributions in whole class teaching contexts. Such an account of conflict strongly resonates with the comments made by Mrs. Williams' referred to earlier.…”

Section: The Individualised Learnermentioning

confidence: 96%

Analysing cultural models in socio-cultural discourse analysis

Black

2007

International Journal of Educational Research

View full text Add to dashboard Cite

“…Interactive teaching on the other hand often supports social constructivist or socio-cultural learning. This includes being open for creative thinking, using challenging and open ended questions, encouraging group discussions and initiating more interaction, both between students and between teachers and students (English, Hargreaves and Hislam, 2002).…”

Section: Learning Theories and Factors That Influence Teacher Intervementioning

confidence: 99%

Scaffolding and interventions between students and teachers in a Learning Design Sequence

Stålbrandt

Hössjer

2007

Psicol. Esc. Educ.

View full text Add to dashboard Cite

The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.Keywords: Technology; Scaffolding; Knowledge. Estruturas de apoio e intervenção entre estudantes e professores num Modelo de Aprendizagem Sequenciada (MAS)Resumo O objetivo desse artigo é conhecer as Estruturas Educacionais de Apoio (EEA) quando alunos em escolas suecas utilizam material educacional digital e investigar qual é o principal foco nas intervenções dos professores durante um Modelo de Aprendizagem Seqüenciada (MAS), baseado numa perspectiva sócio-cultural. Os resultados indicam que as EEA foram mais comuns nas unidades de transformação primárias e o tipo mais freqüente foi a EEA de procedimento, embora todos os tipos tenham sido identificados -conceitual, metacognitiva, processual, estratégica e afetiva. EEA técnica ocorreu em todas as etapas do MAS. Nesse estudo a maioria dos professores e alunos, pensam que para utilizar material de educação digital é necessário outras formas de MAS. Além disso, de acordo com o processo de aprendizado dos alunos, as intervenções dos professores foram consideradas tanto de apoio quanto de restrição. Os motivos para isso estão relacionados ao conteúdo das intervenções e se os professores intervem junto aos alunos ou não.Palavras chave: Tecnologia; Estruturas educacionais de apoio; Conhecimento. Estructuras de apoyo e intervención entre estudiantes y profesores en un Modelo de Aprendizaje Secuencial (MAS) ResumenEl objetivo de este artículo es conocer las Estructuras Educacionales de Apoyo (EEA) cuando alumnos en escuelas suecas utilizan material educacional digital, e investigar cual es el foco principal en las intervenciones de los profesores durante un Modelo de Aprendizaje Secuencial (MAS), apoyado en una perspectiva socio-cultural. Los resultados indican que las EEA fueron más comunes en las unidades de transformación primarias y el tipo más frecuente fue la EEA de procedimiento, pese a que todos los tipos fueron identificados -conceptual, metacognitiva, procesal, estratégica y afectiva. EEA técnica ocurrió en todas las etapas del MAS. En este estudio la mayor parte de los ...

show abstract

Pedagogical Dilemmas in the National Literacy Strategy: Primary teachers' perceptions, reflections and classroom behaviour

Cited by 72 publications

References 7 publications

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Attitudes, inclusion and widening participation: a model of interactive teaching and leadership

Analysing cultural models in socio-cultural discourse analysis

Scaffolding and interventions between students and teachers in a Learning Design Sequence

Contact Info

Product

Resources

About