Publication Cover
English in Education
Research Journal of the National Association for the Teaching of English
Volume 50, 2016 - Issue 2
1,073
Views
11
CrossRef citations to date
0
Altmetric
Original Article

Teacher knowledge and beliefs about grammar: A case study of an English primary school

Pages 148-163 | Published online: 27 Feb 2018

References

  • ACARA (Australian Curriculum Assessment and Reporting Authority) (2012) The Australian Curriculum: English. Version 3.0. Sydney: Australian Curriculum Assessment and Reporting Authority. Retrieved from www.acara.edu.au.
  • Bell, H. (2014) ‘The Dead Butler revisited: grammatical accuracy and clarity in the English primary curriculum 2013–2014’, Language and Education. 29 (2), 140–152.
  • Bibby, T. (2002) ‘Shame: An emotional response to doing mathematics as an adult and a teacher’, British Educational Research Journal. 28 (5), 705–721.
  • Cajkler, W. (2004) ‘How a dead butler was killed: The way English national strategies maim grammatical parts’, Language and Education 18 (1), 1–16.
  • Clark, U. (2010) ‘Grammar in the curriculum for English: What next?’, Changing English. 17 (2), 189–200.
  • Crystal, D. (2006) The fight for English: How language pundits ate, shot and left. Oxford: Oxford University Press.
  • DfE (2014) The National Curriculum framework document 2014. London: DfE.
  • Flyvbjerg, B. (2006) ‘Five misunderstandings about case‐study research’, Qualitative Inquiry. 12 (2), 219–245.
  • Glaser, B. (2001) The grounded theory perspective: conceptualization contrasted with description California: Sociology Press.
  • Gregory, E., S. Long and D. Volk (eds.) (2004) Many pathways to literacy: Young children learning with siblings, grandparents, peers and communities. London: Routledge.
  • Jeurissen, M. (2012) ‘‘Perhaps I didn't really have as good a knowledge as I thought I had.’ What do primary school teachers know and believe about grammar and grammar teaching?’, Australian Journal of Language and Literacy. 35 (3), 301–316.
  • Jones, P. and H. Chen (2012) ‘Teachers’ knowledge about language: issues of pedagogy and expertise’, Australian Journal of Language and Literacy. 35 (1), 147–168.
  • Larsen‐freeman, D. and L. Cameron (2008) ‘Research methodology on language development from a complex systems perspective’, The Modern Language Journal. 92 (2), 200–213.
  • Lincoln, Y. & E. Guba (1985). Naturalistic inquiry. Newbury Park: Sage.
  • Ministry of Education (2007) The New Zealand curriculum. Wellington: Learning Media.
  • Myhill, D., S. Jones, H. Lines and A. Watson (2012) ‘Re‐thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding’, Research Papers in Education. 27 (2), 139–166.
  • Myhill, D., S. Watson and A. Watson (2013) ‘Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing’, Teaching and Teacher Education. 36, 77–91.
  • Paterson, L. (2010) ‘Grammar and the English National Curriculum’, Language and Education. 24 (6), 473–484.
  • Phipps, S. and S. Borg (2009) ‘Exploring tensions between teachers’ grammar teaching beliefs and practices’, System. 37, 380–390.
  • QCA (1998) The Grammar Papers. London: QCA.
  • Reedy, D. and E. Bearne (2013) Teaching grammar effectively in primary schools. London: UKLA
  • Sangster, P., C. Anderson, P. O'hara (2013) ‘Perceived and actual levels of knowledge about language amongst primary and secondary student teachers: Do they know what they think they know?’, Language Awareness. 22 (4), 293–319.
  • Sealey, A. (1999) ‘Teaching primary school children about the English language: A critique of current policy documents’, Language Awareness. 8 (2), 84–97.
  • STFA (2015) 2016 key stage 1 English grammar, punctuation and spelling: sample test materials, mark scheme and test administration instructions, https://www.gov.uk/government/publications/2016-key-stage-1-english-grammar-punctuation-and-spelling-sample-test-materials-mark-scheme-and-test-administration-instructions (accessed 23.9.15)
  • Thomas, G. and D. James. (2006) ‘Reinventing grounded theory: Some questions about theory, ground and discovery, British Educational Research Journal. 32 (6), 767–795.
  • vanLier, L. ‘Case study’ in E. Hinkel (ed) (2005) Handbook of Research in Second Language Teaching and Learning. New York: Laurence Erlbaum.
  • Watson, A. (2012) ‘Navigating ‘the pit of doom’: Affective responses to teaching grammar’, English in Education. 46 (1), 22–37.
  • Watson, A. (2015) ‘Conceptualisations of grammar teaching: L1 English teachers’ beliefs about teaching grammar for writing’, Language Awareness. 24 (1), 1–14.
  • Waugh, D., C. Warner and R. Waugh (2013) Teaching grammar, punctuation and spelling in primary schools. London: Sage.
  • Williamson, J. and F. Hardman (1995) ‘Time for re‐filling the bath?: A study of primary student‐teachers’ grammatical knowledge’, Language and Education. 9 (2), 117–134.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.