Frank Hardman

Bio: Frank Hardman is an academic researcher from University of York. The author has contributed to research in topics: Literacy & Discourse analysis. The author has an hindex of 21, co-authored 63 publications receiving 2342 citations. Previous affiliations of Frank Hardman include Newcastle University & University of Newcastle.

To Purify the Dialect of the Tribe: Children's Use of Non-Standard Dialect Grammar in Writing.

Abstract: Summary Teachers of children of all ages are enjoined by the National Curriculum for English to develop their pupils’ ability to write in standard English. This study explores the implications of these injunctions by examining the use of non-standard dialect grammar in the writing of 362 texts written by pupils of 11 an 15 years of age. It is established that most of the forms used are found in all four of the geographical regions sampled. The grammatical features of these non-standard dialects and the frequency with which they occur are itemised and compared with a study of spoken English based on the same corpus. There is found to be considerable overlap between these and other recent studies of non-standard dialects in schools, although non-standard dialects are used more widely in speech than in writing.

Teacher--Pupil Dialogue with Pupils with Special Educational Needs in the National Literacy Strategy.

Abstract: This paper reports on an investigation into the interactive and discourse styles of a nationally representative sample of primary teachers ( n = 70) as they work with pupils who experience difficulties in literacy development during whole class and group‐based sections of the literacy hour. Using a computerized observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of ‘interactive whole‐class teaching’ on the teaching of pupils with special educational needs (SEN) in the literacy hour to see whether the National Literacy Strategy (NLS) is promoting their active involvement. The findings suggest that while the NLS is encouraging teachers to involve pupils with SEN in the literacy hour, the discourse is dominated by teacher explanation and question/answer sequences that provide little opportunity for pupils of all abilities to initiate, explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact o...

Developing Pedagogical Practices in Myanmar Primary Schools: Possibilities and Constraints.

Abstract: This paper presents the findings of a baseline study of pedagogic practices used by Myanmar primary teachers in the teaching of mathematics and Myanmar language at Grades 3 and 5. The main purpose of the baseline study was to inform the design of teacher education programmes and allow for subsequent evaluations of interventions designed to improve the quality of primary education. It found that the majority of observed lessons (n = 728) used a transmission model of teaching in which the teacher often used a chalkboard and/or textbook to transmit recipe knowledge for recall and there was little variation across the teaching of mathematics and Myanmar language at Grades 3 and 5. Drawing on evidence from the baseline, the paper explores the training needs of primary teachers in Myanmar in the light of proposed reforms to teacher education at the pre- and in-service stages.

Those Terrible Marks of the Beast: Non-Standard Dialect and Children's Writing.

Abstract: The greater emphasis on standard English in the 1995 version of English in the National Curriculum in England has meant that it has become more important than ever to understand the relationship between non-standard dialects and standard English. This study (funded by an ESRC grant) examines a range of writing tasks from 11 and 15 year old pupils from four regions of England to establish the relative importance of nonstandard dialect as a factor in deviation from standard English norms in writing. The findings were related to those of Hudson & Holmes (1995) on the influence of nonstandard dialect on spoken language. It was found that the use of non-standard dialect was a relatively rare phenomenon and one which shrinks into insignificance when compared with, for example, errors of spelling or punctuation. While gender and regional origin seemed to have little influence on the frequency of non-standard dialect, the task in hand did seem to have an effect, particularly with the younger pupils.

Developing a theory of formative assessment

Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

Abstract: This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.

Developing the theory of formative assessment

Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.

A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry

Abstract: 93 empirical studies on learning to teach were reviewed in order to establish what is currently known about how people learn to teach and to critique the quality of the reporting of that research. Among other observations concerning teacher education, the review highlights the tensions between the hopes and expectations of teacher educators and the expectations and experiences of beginning teachers. While this review supports the findings of others that many traditional programs of teacher education have little effect upon the firmly held beliefs of the beginning teachers, it also provides examples of successful programs. Such programs typically build upon the beliefs of pre service teachers and feature systematic and consistent long-term support in a collaborative setting. It is concluded that this body of research has advanced the field in significant ways, offering new directions for research and program reform. The critique of the papers themselves reveals that authors need to pay more careful attenti...