Changing Classroom Practice at Key Stage 2: The Impact of New Labour's National Strategies

Autor/inn/en	Webb, Rosemary; Vulliamy, Graham
Titel	Changing Classroom Practice at Key Stage 2: The Impact of New Labour's National Strategies
Quelle	In: Oxford Review of Education, 33 (2007) 5, S.561-580 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Program Effectiveness; Foreign Countries; Educational Change; Teaching Styles; Teacher Attitudes; Teaching Methods; Educational Policy; Political Attitudes; Interviews; Classroom Techniques; Observation; Educational Research; Values; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Lehrstil; Unterrichtsstil; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Political attitude; Politische Einstellung; Interviewing; Interviewtechnik; Klassenführung; Beobachtung; Bildungsforschung; Pädagogische Forschung; Wertbegriff
Abstract	The article examines the impact of New Labour policies--particularly the National Literacy and Numeracy Strategies and the subsequent Primary National Strategy--on classroom practice at Key Stage 2 in England. Evidence is drawn from fieldwork conducted in 2003-2005 from a sample of 50 schools, replicating a study conducted a decade previously in the same schools. The data base consists mainly of 188 transcribed in-depth teacher interviews and fieldnotes from observation of 51 lessons. By comparison with other research studies on primary classroom practice from the 1970s through to the mid-1990s, our study suggests that there have been more changes in the last five years in teaching styles and in classroom organisation throughout the whole curriculum at KS2 than in the previous two decades. Such changes include a dramatic increase in whole-class teaching, the use of learning objectives shared with pupils and changes in pupil seating arrangements. Through compliance with centrally imposed changes in pedagogy, teachers' experiences have led them to change some of their professional values concerning desirable pedagogy. The article concludes by considering some of the implications of our evidence for theories of educational change and of teacher professionalism. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10