Changing classroom practice through the english national literacy strategy: A micro-interactional perspective

American Educational Research Journal

Volumn 45, Issue 3, 2008, Pages 701-737

  Lefstein, Adam ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

Classroom research; Curriculum; Educational policy; Educational reform; Elementary schools; Literacy

Indexed keywords

EID: 49749096729     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831208316256     Document Type: Article

References (64)

1. Alexander, RJ (2005). Towards dialogic teaching: Rethinking classroom talk, 2nd ed. Cambridge, UK: Dialogos.
2. Ball, DL, and DK Cohen (1996). Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25 (9). 6-8.
3. Ball, DL, and DK Cohen (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L Darling-Hammond and G Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
4. Barber, M (October, 2002). The next stage for large scale reform in England: From good to great., Paper presented at the Vision 2020 - Second International Online Conference, Technology Colleges Trust.
5. Bauman, R (1992). Genre. In R Bauman (Ed.), Folklore, cultural performances, and popular entertainments: A communications-centered handbook (pp. 53-59). Oxford, UK: Oxford University Press.
6. Bloome, D, SP Carter, BM Christian, S Otto, and N Shuart-Faris (2005). Discourse analysis and the study of classroom language and literacy events: A microethno-graphic perspective. Mahwah, NJ: Lawrence Erlbaum.
7. Bourdieu, P, and JC Passeron (1977). Reproduction in education, society and culture. London: Sage.
8. Briggs, CL, and R Bauman (1992). Genre, intertextuality, and social power. Journal of Linguistic Anthropology, 2 (2). 131-172.
9. Burawoy, M (1998). The extended case method. Sociological Theory, 16 (1). 4-33.
10. Cazden, CB (2001). Classroom discourse: The language of teaching and learning, 2nd ed. Portsmouth, NH: Heinemann.
11. Cohen, DK (1989). Teaching practice: Plus que ca change..... In PW Jackson (Ed.), Contributing to educational change: Perspectives on research and practice (pp. 27-84). Berkeley, CA: McCutchan.
12. Cohen, DK (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12 (3). 311-329.
13. Cohen, DK, and DL Ball (1990). Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12 (3). 233-239.
14. Cohen, DK, and DL Ball (2000). Instructional innovation: Reconsidering the story.. Unpublished working paper, University of Michigan, Ann Arbor.
15. Cohen, DK, and DL Ball (2001). Instruction, capacity and improvement. Philadelphia: Consortium for Policy Research in Education. CPRE Research Report Series RR-43.
16. Cohen, DK, and DL Ball (2006). Educational innovation and the problem of scale. In BL Schneider and S-K McDonald (Eds.), Scale up in education: Volume 1. Ideas in principle. Lanham, MD: Rowman and Littlefield.
17. Cuban, L (1993). How teachers taught: Constancy and change in American classrooms, 1890-1980, 2nd ed. New York: Teachers College Press.
18. Department for Education and Employment (1998). The National Literacy Strategy: Framework for teaching. London: Author.
19. Department for Education and Skills (2002). Year 6 planning exemplification: Narrative reading unit. London: Author.
20. Dillon, JT (1982). The effect of questions in education and other enterprises. Journal of Curriculum Studies, 14 (2). 127-152.
21. Doyle, W, and K Carter (1984). Academic tasks in classrooms. Curriculum Inquiry, 14 (2). 129-149.
22. Earl, LM, and Ontario Institute for Studies in Education (2003). Watching and Learning 3: Final report of the external evaluation of England's national literacy and numeracy strategies. Nottingham, UK: Department for Education and Skills.
23. Erickson, F (1996). Going for the zone: The social and cognitive ecology of teacher-student interaction in classroom conversations. In D Hicks (Ed.), Discourse, learning and schooling (pp. 29-62). Cambridge, UK: Cambridge University Press.
24. Erickson, F (2004). Talk and social theory: Ecologies of speaking and listening in everyday life. Cambridge, UK: Polity.
25. Fisher, R (2002). Inside the Literacy Hour: Learning from classroom experiences. London: RoutledgeFalmer.
26. French, P, and M Maclure (1981). Teachers' questions, pupils' answers: An investigation of questions and answers in the infant classroom. First Language, 2 (1). 31-45.
27. Galton, M, L Hargreaves, C Comber, D Wall, and T Pell (1999). Changes in patterns of teacher interaction in primary classrooms: 1976-96. British Educational Research Journal, 25 (1). 23-37.
28. Gitlin, A, and F Margonis (1995). The political aspect of reform: Teacher resistance as good sense. American Journal of Education, 103 (4). 377-405.
29. Glazer, JL (2005). Educational professionalism: The development of a practice-centered frame and its application to the America's Choice school design.. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
30. Gumperz, J (1999). On interactional sociolinguistic method. In S Sarangi and C Roberts (Eds.), Talk, work, and institutional order: Discourse in medical, mediation, and management settings (pp. 453-471). Berlin: Mouton de Gruyter.
31. Hammersley, M (1977). School learning: The cultural resources required by pupils to answer a teacher's question. In P Woods and M Hammersley (Eds.), School experience: Explorations in the sociology of education (pp. 57-86). London: Croom Helm.
32. Hanks, WF (1987). Discourse genres in a theory of practice.. American Ethnologist, 14 (4). 668-692.
33. Hanks, WF (2005). Pierre Bourdieu and the practices of language. Annual Review of Anthropology, 34, 67-83.
34. Hardman, F, F Smith, and K Wall (2003). "Interactive whole class teaching" in the National Literacy Strategy". Cambridge Journal of Education, 33 (2). 197-215.
35. Heath, SB (1982). Questioning at home and school: A comparative study. In GD Spindler (Ed.), Doing the ethnography of schooling: Educational anthropology in action (pp. 102-131). New York: Holt Rinehart and Winston.
36. Kamberelis, G (1995). Genre as institutionally informed social practice. Journal of Contemporary Legal Issues, 6, 115-171.
37. Lefstein, A (2005a). Teacher enactments of the English National Literacy Strategy: An extended case study... Unpublished doctoral dissertation, King's College London.
38. Lefstein, A (2005b). Thinking about the technical and the personal in teaching. Cambridge Journal of Education, 35 (3). 333-356.
39. Lemke, JL (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
40. Levinson, SC (1979). Activity types and language. Linguistics, 17 (5/6). 356-399.
41. McDermott, RP, and H Tylbor (1983). On the necessity of collusion in conversation. Text, 3 (3). 277-297.
42. Mehan, H (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
43. Mercer, N, and K Littleton (2007). Dialogue and the development of children's thinking: A sociocultural approach. London: Routledge.
44. Meyer, JW, and B Rowan (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83 (2). 340-363.
45. Mitchell, JC (1983). Case and situation analysis. Sociological Review, 31 (2). 187-211.
46. Moss, G (2004). Changing practice: The National Literacy Strategy and the politics of literacy policy. Literacy, 38 (3). 126-133.
47. Office for Standards in Education (2002). The National Literacy Strategy: The first four years 1998-2002. London: Author. No. HMI 555.
48. Rabinowitz, PJ (1987). Before reading: Narrative conventions and the politics of interpretation. Ithaca, NY: Cornell University Press.
49. Rampton, B (2006). Language in late modernity: Interaction in an urban school. Cambridge, UK: Cambridge University Press.
50. Rampton, B, and U.K. Linguistic Ethnography Forum (2004). UK linguistic ethnography: A discussion paper.. Retrieved July 21, 2005, from http://www.lancs.ac.uk/fss/organisations/lingethn/papers.htm.
51. Remillard, JT (1999). Curriculum materials in mathematics education reform: A framework for examining teachers' curriculum development. Curriculum Inquiry, 29 (3). 315-342.
52. Roth, W-M (2002). Being and becoming in the classroom. Westport, CT: Ablex.
53. Sawyer, RK (2002). Improvised dialogue: Emergence and creativity in conversation. Westport, CT: Ablex.
54. Sinclair, JM, and M Coulthard (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford, UK: Oxford University Press.
55. Skilton-Sylvester, P (2003). Less like a robot: A comparison of change in an inner-city school and a Fortune 500 company. American Educational Research Journal, 40 (1). 3-41.
56. Smith, F, F Hardman, K Wall, and M Mroz (2004). Interactive whole class teaching in the National Literacy and Numeracy Strategies. British Educational Research Journal, 30 (3). 395-411.
57. Smith, H, and S Higgins (2006). Opening classroom interaction: The importance of feedback. Cambridge Journal of Education, 36 (4). 485-502.
58. Spillane, JP (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
59. Spillane, JP, BJ Reiser, and T Reimer (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72 (3). 387-431.
60. Stannard, J, and L Huxford (2007). The literacy game: The story of the National Literacy Strategy. London: Routledge.
61. Street, BV, A Lefstein, and K Pahl (2007). The National Literacy Strategy in England: Contradictions of control and creativity. In J. Larson (Ed.),. In Literacy as snake oil: Beyond the quick fix, 2nd ed (pp. 123-154). New York: Peter Lang.
62. Weick, KE (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21 (1). 1-19.
63. Wells, G (1995). Language and the inquiry-oriented curriculum. Curriculum Inquiry, 25 (3). 233-269.
64. Wells, G (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.