1,478 research outputs found
Mind the gap: Investigating test literacy and classroom literacy
Focusing on the 2006 examination paper on Richard III, this article starts by examining the assumptions about reading Shakespeare that inform the Key Stage 3 national tests for fourteen-year-olds in England. It then analyses one studentâs response to the test, contrasting this performance with evidence drawn from classroom observation and digital video data
Investigating literacy practices within the secondary English classroom, or where is the text in this class?
The Vygotskian concept of the zone of proximal development has been interpreted in such a way as to provide theoretical support for particular, government-sponsored, models of both pedagogy and literacy. This article proposes a radically different interpretation of the ZPD, informed by Bakhtinian understandings of heteroglossia. This alternative model is then used to describe and interpret the pedagogic and literacy practices that are observed in a secondary English lesson, in which students deploy a wide range of cultural and multimodal resources to make sense of a complex text
The social construction of meaning : Reading Animal Farm in the classroom
The novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
Lighthouses or follies? Academies and New Labour's version of history
This essay focuses attention on the UK governmentâs Academies project, and more specifically on the claims that have been made for the project by its apologists. It contests the version of history that underpins these claims, challenging the notion that comprehensive schools amount to a failed experiment. Linked to the Academies programme is the goal of social mobility: this is critiqued both as an abandonment of long-standing commitments to social justice and as unrealisable through the pursuit of current policies
UA68/6/2 Chapel Program
Early history of WKU\u27s founding institutions presented at chapel. Louis Yandell was a member of the Class of 1931
English and the Knowledge Question (Revisited)
The âknowledge turnâ in curriculum studies has proved highly influential in the past two decades. But what is meant by knowledge remains both unclear and subject to contestation, particularly in relation to English as a school subject. Two recent books address the knowledge question in very different ways
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