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Cambridge Journal of Education Volume 32, 2002 - Issue 1
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Original Articles

Pedagogical Dilemmas in the National Literacy Strategy: Primary teachers' perceptions, reflections and classroom behaviour

Eve English
,
Linda Hargreaves
&
Jane Hislam
Pages 9-26 | Published online: 01 Jul 2010

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Barbara Pieronkiewicz & Monika Szczygieł. (2020) How can parents and elementary school teachers promote resilience in young children through mathematical conversations?. Early Child Development and Care 190:10, pages 1604-1618.
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Deborah Jones. (2017) Talking about talk: reviewing oracy in English primary education. Early Child Development and Care 187:3-4, pages 498-508.
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Consuelo Mameli, Elvis Mazzoni & Luisa Molinari. (2015) Patterns of discursive interactions in primary classrooms: an application of social network analysis. Research Papers in Education 30:5, pages 546-566.
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Ros Fisher. (2012) Teaching writing: a situated dynamic. British Educational Research Journal 38:2, pages 299-317.
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Julie Fisher. (2011) Building on the Early Years Foundation Stage: developing good practice for transition into Key Stage 1. Early Years 31:1, pages 31-42.
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Annie Therese Fisher. (2011) Creating an articulate classroom: examining pre-service teachers’ experiences of talk. Language and Education 25:1, pages 33-47.
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Eleanor Hawe & Isabel Browne. (2010) National monitoring in social studies: the reliability of assessment interviews. The Curriculum Journal 21:3, pages 281-297.
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Julie Radford. (2010) Adult participation in children's word searches: on the use of prompting, hinting, and supplying a model. Clinical Linguistics & Phonetics 24:2, pages 83-100.
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Dominic Wyse & Harry Torrance. (2009) The development and consequences of national curriculum assessment for primary education in England. Educational Research 51:2, pages 213-228.
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Bernard Barker. (2008) School reform policy in England since 1988: relentless pursuit of the unattainable. Journal of Education Policy 23:6, pages 669-683.
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Paul Thompson. (2008) Learning Through Extended Talk. Language and Education 22:3, pages 241-256.
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Howard Tanner & Sonia Jones. (2007) Using video‐stimulated reflective dialogue to learn from children about their learning with and without ICT. Technology, Pedagogy and Education 16:3, pages 321-335.
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Laura Black. (2007) Interactive Whole Class Teaching and Pupil Learning: Theoretical and Practical Implications. Language and Education 21:4, pages 271-283.
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Jo Towers & Elaine Simmt. (2007) The teacher's responsibility in whole‐class debriefing of mathematical activity. Canadian Journal of Science, Mathematics and Technology Education 7:2-3, pages 231-255.
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Fay Smith, Frank Hardman & Steve Higgins. (2007) Gender inequality in the primary classroom: will interactive whiteboards help?. Gender and Education 19:4, pages 455-469.
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Sara Meadows, David Herrick, Anthony Feiler & the ALSPAC Study Team. (2007) Improvement in national test reading scores at Key Stage 1; grade inflation or better achievement?. British Educational Research Journal 33:1, pages 47-59.
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Nick Pratt. (2006) ‘Interactive’ teaching in numeracy lessons: what do children have to say?. Cambridge Journal of Education 36:2, pages 221-235.
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Fay Smith, Frank Hardman & Steve Higgins. (2006) The impact of interactive whiteboards on teacher–pupil interaction in the National Literacy and Numeracy Strategies. British Educational Research Journal 32:3, pages 443-457.
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Debra Myhill. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education 21:1, pages 19-41.
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Frank Hardman, Fay Smith & Kate Wall. (2005) Teacher–pupil dialogue with pupils with special educational needs in the National Literacy Strategy. Educational Review 57:3, pages 299-316.
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Debra Myhill & Frances Dunkin. (2005) Questioning Learning. Language and Education 19:5, pages 415-427.
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Jane Coles. (2005) Strategic voices? Problems in developing oracy through ‘interactive whole‐class teaching’. Changing English 12:1, pages 113-123.
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Debra Myhill & Pauline Warren. (2005) Scaffolds or straitjackets? Critical moments in classroom discourse. Educational Review 57:1, pages 55-69.
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Richard Eke & John Lee. (2004) Pace and differentiation in the Literacy Hour: some outcomes of an analysis of transcripts. The Curriculum Journal 15:3, pages 219-231.
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SusanA. Jones . (2004) Attitudes, inclusion and widening participation: a model of interactive teaching and leadership. Westminster Studies in Education 27:2, pages 157-173.
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Debra Myhill & Margaret Brackley. (2004) MAKING CONNECTIONS: TEACHERS’ USE OF CHILDREN'S PRIOR KNOWLEDGE IN WHOLE CLASS DISCOURSE. British Journal of Educational Studies 52:3, pages 263-275.
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Fay Smith , Frank Hardman, Kate Wall & Maria Mroz. (2004) Interactive whole class teaching in the National Literacy and Numercy Strategies. British Educational Research Journal 30:3, pages 395-411.
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Lyn Layton & Carol Miller. (2004) Interpretations of literacy. Cambridge Journal of Education 34:1, pages 51-63.
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Chris Burns & Debra Myhill. (2004) Interactive or inactive? a consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education 34:1, pages 35-49.
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Robin Alexander . (2004) Still no pedagogy? principle, pragmatism and compliance in primary education. Cambridge Journal of Education 34:1, pages 7-33.
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Dominic Wyse. (2003) The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal 29:6, pages 903-916.
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Linda Hargreaves, Janet Moyles, Roger Merry, Fred Paterson, Anthony Pell & Veronica Esarte-Sarries. (2003) How do primary school teachers define and implement ‘interactive teaching’ in the National Literacy Strategy in England?. Research Papers in Education 18:3, pages 217-236.
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Maurice Galton, Linda Hargreaves & Tony Pell. (2003) Progress in the middle years of schooling: Continuities and discontinuities at transfer. Education 3-13 31:2, pages 9-18.
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FAY SMITH & FRANK HARDMAN. (2003) Using Computerised Observation as a Tool for Capturing Classroom Interaction. Educational Studies 29:1, pages 39-47.
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Mansoor Tavakoli & Saeedeh Kavoshian. Implementing action research to improve L2 classroom communication patterns: a grounded theory analysis approach. Educational Action Research 0:0, pages 1-18.
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Amy M. Smith Slep, Danya Glaser & Jody Todd Manly. (2022) Psychological maltreatment: An operationalized definition and path toward application. Child Abuse & Neglect 134, pages 105882.
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K.J. Topping & S. Trickey. (2014) The role of dialog in philosophy for children. International Journal of Educational Research 63, pages 69-78.
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Luisa Molinari, Consuelo Mameli & Augusto Gnisci. (2012) A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern. British Journal of Educational Psychology 83:3, pages 414-430.
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Adam Lefstein & Julia Snell. (2013) Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience. British Educational Research Journal 39:1, pages 73-106.
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Sheila McCarter & Pamela Woolner. (2011) How listening to student voice can enable teachers to reflect on and adjust their use of physical space. Educational and Child Psychology 28:1, pages 20-32.
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Claire John. (2009) Reading lessons: teacher–pupil interactions with text during three KS1 shared reading sessions. Literacy 43:3, pages 123-133.
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Howard GibsonHelen Patrick. (2008) Putting words in their mouths: The role of teaching assistants and the spectre of scripted pedagogy. Journal of Early Childhood Literacy 8:1, pages 25-41.
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Euline Schmid Cutrim. (2008) Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom. Computers & Education 50:1, pages 338-356.
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Eva Edman Stålbrandt & Annika Hössjer. (2007) Scaffolding and interventions between students and teachers in a Learning Design Sequence. Psicologia Escolar e Educacional 11:spe, pages 37-48.
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K.J. Topping & S. Trickey. (2007) Impact of philosophical enquiry on school students’ interactive behaviour. Thinking Skills and Creativity 2:2, pages 73-84.
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Teresa Cremin, Barbara Comber & Shelby Wolf. (2007) Editorial. Literacy 41:2, pages 55-61.
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Sheena Martin. (2007) Interactive whiteboards and talking books: a new approach to teaching children to write?. Literacy 41:1, pages 26-34.
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Robert Fisher. (2016) Dancing Minds: the Use of Socratic and Menippean Dialogue in Philosophical Enquiry. Gifted Education International 22:2-3, pages 148-159.
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Laura Black. (2007) Analysing cultural models in socio-cultural discourse analysis. International Journal of Educational Research 46:1-2, pages 20-30.
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Ros Fisher. (2006) Plus ça change: Change and continuity in literacy teaching. Teaching and Teacher Education 22:4, pages 424-436.
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Ian Hall & S Higgins. (2005) Primary school students' perceptions of interactive whiteboards. Journal of Computer Assisted Learning 21:2, pages 102-117.
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Ros Fisher. (2005) Teacher‐child interaction in the teaching of reading: a review of research perspectives over twenty‐five years. Journal of Research in Reading 28:1, pages 15-27.
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Jane Hislam & Wasyl Cajkler. 2005. Applied Linguistics and Language Teacher Education. Applied Linguistics and Language Teacher Education 295 312 .
Vivienne Smith. (2004) Empowering teachers: empowering children? How can researchers initiate and research empowerment?. Journal of Research in Reading 27:4, pages 413-424.
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John Quicke. (2003) Educating the pupil voice. Support for Learning 18:2, pages 51-57.
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