Theme 1 Project 12
| Project
title |
Centrifugal
and Centripetal Forces in Early Years Reading Discourse |
|
Researchers |
George
Hunt (Educational
Studies, School of Education) University of Edinburgh
|
|
Keywords |
Early
literacy, teacher beliefs and values, policy issues |
|
Abstract |
The
use of scripted instruction in early reading is an increasingly widespread
and controversial practice. It has been argued that, in the cause
of accountability and a test driven model of education, this policy
deprofessionalises teachers and disadvantages learners by constraining
their participation in meaning creation and limiting their conversational
contributions in reading events to the production of largely predetermined
responses. However, the vicissitudes of classroom conversation resist
external direction. This project investigates the dialogic processes
by which the centripetal forces of prescriptive policy and prescribed
text interact with the centrifugal forces of creative interpretation
and contingent response in a sample of conversations from early years
classrooms. Discourse analysis data are augmented by focus group
discussion of the teachers' own perceptions of reading, by the teachers'
analyses of their own recorded lessons, and by their critical reflections
on the researcher's analysis. |
|
Publications |
None
|
|
Start
/end date |
2005
- 2008 |
|
Funder
/amount |
None
|
|
|
