Showing papers by "Frank Hardman published in 2003"

Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies

Abstract: The study set out to investigate the impact of the official endorsement of ‘interactive whole class teaching’ on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an ‘active teaching’ model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implica...

'Interactive Whole Class Teaching' in the National Literacy Strategy

Abstract: 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.

Using Computerised Observation as a Tool for Capturing Classroom Interaction

Abstract: Over the past few years, the authors have developed a computerised system that records interaction between teachers and pupils in the primary classroom. Our Classroom Interaction System (CIS) is able to log the frequency and duration of several different types of discourse. The CIS represents a move away from the paper and pencil techniques, and labour-intensive video transcription traditionally used in this field. The system is mobile, easy to internalise, adaptable, and allows the researcher to capture interaction between teachers and pupils real-time. This paper will outline these advantages. Along with these benefits, however, there are complexities and dilemmas. This paper will discuss a number of methodological issues that represent real obstacles in the quest for a valid and reliable tool for quantifying interaction in the classroom. We will also discuss the potential for this system in a wider range of educational contexts.

Research Section: English and Mathematics Teachers' Attitudes to Integration

Abstract: An attitude questionnaire completed by 102 teachers of English and mathematics on the integration of students with special education needs in the mainstream classroom indicated no significant differences in attitude between the two groups. Differences, however, were discernible when teacher training in special educational needs was considered; a situation which has implications for further study and for the inservice and initial training of teachers.

Dialect Interference in the Writing of Primary School Children in the Commonwealth of Dominica

Abstract: This paper reports on a small-scale, exploratory study into the impact of Creole dialect forms on the writing of 9–11-year-old pupils in the Commonwealth of Dominica. The grammatical features of these non-standard dialects and the frequency with which they occur in the pupils' writing (N = 55) are itemised and compared with similar studies carried out in England and St. Lucia. The investigation found that the use of non-standard dialect in writing was a comparatively rare phenomenon compared with other grammatical and orthographic features, and supported the findings of earlier studies. Pedagogic implications arising from the findings are considered together with some tentative pointers for future research.