"Interactive Whole Class Teaching" in the National Literacy Strategy.

Frank Hardman, Fay Smith, Kate Wall

Research output: Contribution to journalArticlepeer-review


Presents findings of extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers. Explores impact of official endorsement of interactive whole class teaching in the teaching of England's National Literacy Strategy to examine whether it is promoting pupils' higher interaction and cognitive engagement levels. (BT).
Original languageEnglish
Pages (from-to)197-215
Number of pages19
JournalCambridge Journal of Education
Issue number2
Publication statusPublished - 2003

Bibliographical note

Database: ERIC

Additional notes: The Cambridge Journal of Education is a refereed journal

Record type: New.

Language: English

DataStar source field: Cambridge Journal of Education, Jun 2003, vol. 33, no. 2, p. 197-215, ISSN: 0305-764X.

DataStar update date: 20040101

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