Showing papers by "Frank Hardman published in 2000"
TL;DR: In this paper, the authors investigate the effect of interactive whole class teaching in primary schools in the UK and find that it has little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking and that teachers are pressurised into using more directive forms of teaching with less emphasis on active learning.
Abstract: The introduction of a national 'literacy hour' as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of 'interactive whole class teaching' which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The impl...
117 citations
TL;DR: In the first cohort of primary schools in the northern Local Education Authority (n = 19) implemented the National Literacy Strategy (NLS) in January 1997, the second cohort began in September 1997, each cohort consisted of three different year groups (Year 2, Year 4 and Year 6) as discussed by the authors.
Abstract: In 1998, the Government introduced the National Literacy Strategy (NLS) in all primary schools in England in a bid to raise literacy standards. The first cohort of primary schools in the northern Local Education Authority ( n = 19) implemented the project in January 1997, the second cohort ( n = 20) began in September 1997. Each cohort consisted of three different year groups (Year 2, Year 4 and Year 6). The aim of this project was to focus upon exam results from these schools and thereby identify possible predictors of success (e.g. socio-economic status, age of pupils, teaching and learning style). We looked at differences within and between each cohort. We also carried out in-depth case studies of three northern schools. Each case-study involved interviews with key staff. The wider implications of the findings for the implementation of the NLS and for the training needs of teachers are considered.
21 citations