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Policy and pedagogy: proficiency and choice in the literacy classroom

Moss, Gemma (2010) Policy and pedagogy: proficiency and choice in the literacy classroom. In: Interdisciplinary Perspectives on Learning to Read. Routledge, London; New York, pp. 219-230. ISBN 978-0-415-56124-2

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Item Type: Book Section
Additional Information: This article is a published version of a paper I was invited to give at the ESRC Research Seminar Series: Pedagogy and Curriculum in Early Reading: Multidisciplinary Perspectives. The seminar series ran in 2007/8. It brought together researchers working on reading from contrasting disciplinary backgrounds, and was designed to foster interdisciplinary dialogue and new directions in research. Those invited to present papers were later invited to contribute to an edited collection intended to present this work to a wider audience. The chapter draws on findings from a sequence of ESRC-funded research projects into children's literacy learning in school settings which used ethnographic perspectives and a range of mixed methods to explore boys’ development as readers in the junior age range. This work was subsequently published as Literacy and Gender: Texts, readers and contexts (Moss, 2007). This paper considers the relevance of the findings from that earlier study for understanding literacy policy and its impact on learning to read in the current climate.
Controlled Keywords: Cultural influences on education , Literacy , Pedagogy
Divisions: IOE Departments > Departments > Education Foundations and Policy Studies
IOE Departments > Departments > Humanities and Social Sciences
Depositing User: IOE Repository Editor (2)
Date Deposited: 26 Mar 2010 17:45
Last Modified: 29 Jan 2015 09:38
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