Changing Classroom Practice through the English National Literacy Strategy: A Micro-Interactional Perspective

Autor/in	Lefstein, Adam
Titel	Changing Classroom Practice through the English National Literacy Strategy: A Micro-Interactional Perspective
Quelle	In: American Educational Research Journal, 45 (2008) 3, S.701-737 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208316256
Schlagwörter	Teacher Characteristics; Ethnography; Literacy; Reading Instruction; Teacher Student Relationship; Case Studies; English Instruction; Educational Change; Educational Policy; Elementary Schools; Urban Schools; Instructional Innovation; Teaching Methods; Environmental Influences; Accountability; Evaluation; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Ethnografie; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; English langauage lessons; Englischunterricht; Bildungsreform; Politics of education; Bildungspolitik; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Environmental influence; Umwelteinfluss; Verantwortung; Evaluierung; Ausland; Großbritannien
Abstract	How and why is national policy translated into interactions between teachers and pupils? This article examines the enactment of the English National Literacy Strategy (NLS) in a case study of two literacy lessons, which are drawn from a yearlong ethnographic study of the NLS in one school. Although the teacher taught directly from and adhered closely to the prescribed materials, curricular contents were recontextualized into habitual classroom interactional genres, and the open questions that constituted the primary aim of the lesson were suppressed. In explaining these enactment patterns, the author supplements analysis of teacher knowledge and policy support with consideration of conditions of teacher engagement with the policy and the durability of interactional genres, rooted in pupil collusion and "habitus." (Contains 3 tables, 2 figures, and 20 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10