Lefstein, Adam (2008) Changing Classroom Practice through the English National Literacy Strategy: A Micro-Interactional Perspective. American Educational Research Journal, 45 (3). pp. 701-737. ISSN Print: 0002-8312 Online: 1935-1011
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Abstract
How and why is national policy translated into interactions between teachers and pupils? This article examines the enactment of the English National Literacy Strategy (NLS) in a case study of two consecutive Year 6 literacy lessons, which are drawn from a year long ethnographic study of the NLS in one school. Although the teacher taught directly from and adhered closely to the prescribed materials, curricular contents were recontextualised into the interactional genres habitual in that classroom, and the open questions that constituted the primary aim of the lesson were suppressed. In explaining these patterns of enactment, I supplement analysis of teacher knowledge and policy support with consideration of conditions of teacher engagement with the curricular materials and the durability of interactional genres, rooted in pupil collusion and habitus.
| Item Type: | Article |
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| Additional Information: | Copyright © 2008 by American Educational Research Association |
| Uncontrolled Keywords: | English |
| Subjects: | Departments > Learning, Curriculum and Communication |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 05 Mar 2010 11:01 |
| Last Modified: | 26 Jun 2012 22:25 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1309 |
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