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

Frank Hardman; Fay Smith; Kate Wall

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

Frank Hardman, Fay Smith, Kate Wall

Institute for Effective Education

Research output: Contribution to journal › Article › peer-review

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 groupbased 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 on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS. ABSTRACT AUTHORS: Author.

Original language	English
Pages (from-to)	299-316
Number of pages	18
Journal	Educational Review
Volume	57
Issue number	3
Publication status	Published - Nov 2005

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Educational Review, Nov 2005, vol. 57, no. 3, p. 299-316, pp. 18, 44 refs., ISSN: 0013-1911.

DataStar update date: 20090101

Access to Document

Cite this

Hardman, F., Smith, F., & Wall, K. (2005). Teacher-Pupil Dialogue with Pupils with Special Educational Needs in the National Literacy Strategy. Educational Review, 57(3), 299-316. http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?issn=0013-1911&vol=57&issue=3&page=299&epage=316&year=2005&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Hardman&pf_id=0&app=EDUCAT&snr=20110526_153731_f8e21_58&db=ERIC&title=Educational+Review&atitle=Teacher--Pupil+Dialogue+with+Pupils+with+Special+Educational+Needs+in+the+National+Literacy+Strategy

@article{d24a08bfbdcb457d83fff78b02bef131,

title = "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 groupbased 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 on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS. ABSTRACT AUTHORS: Author.",

author = "Frank Hardman and Fay Smith and Kate Wall",

note = "Database: ERIC Record type: New. Language: English DataStar source field: Educational Review, Nov 2005, vol. 57, no. 3, p. 299-316, pp. 18, 44 refs., ISSN: 0013-1911. DataStar update date: 20090101",

year = "2005",

month = nov,

language = "English",

volume = "57",

pages = "299--316",

journal = "Educational Review",

issn = "0013-1911",

publisher = "Routledge",

number = "3",

}

Hardman, F, Smith, F & Wall, K 2005, 'Teacher-Pupil Dialogue with Pupils with Special Educational Needs in the National Literacy Strategy.', Educational Review, vol. 57, no. 3, pp. 299-316. <http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?issn=0013-1911&vol=57&issue=3&page=299&epage=316&year=2005&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Hardman&pf_id=0&app=EDUCAT&snr=20110526_153731_f8e21_58&db=ERIC&title=Educational+Review&atitle=Teacher--Pupil+Dialogue+with+Pupils+with+Special+Educational+Needs+in+the+National+Literacy+Strategy>

TY - JOUR

T1 - Teacher-Pupil Dialogue with Pupils with Special Educational Needs in the National Literacy Strategy.

AU - Hardman, Frank

AU - Smith, Fay

AU - Wall, Kate

N1 - Database: ERIC Record type: New. Language: English DataStar source field: Educational Review, Nov 2005, vol. 57, no. 3, p. 299-316, pp. 18, 44 refs., ISSN: 0013-1911. DataStar update date: 20090101

PY - 2005/11

Y1 - 2005/11

N2 - 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 groupbased 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 on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS. ABSTRACT AUTHORS: Author.

AB - 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 groupbased 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 on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS. ABSTRACT AUTHORS: Author.

M3 - Article

SN - 0013-1911

VL - 57

SP - 299

EP - 316

JO - Educational Review

JF - Educational Review

IS - 3

ER -