Debate about the definition of a "child" occurs in multi-disciplinary contexts, most recently located in the new sociology of childhood where social constructionism is the dominant discourse. Given that the child's voice has become an increasingly valued component of research, this paper reports on one aspect of a study which…

This article presents an ongoing study of educational policy enactment in Singapore lower primary English classrooms. It explores how teachers react to and interpret educational reforms in their classroom practices against a backdrop of traditional cultural values. Using a prescribed coding scheme, the article presents the instructional…

Educational governance is a textually-organized relation only accomplished in the coordinated actions of people as they go about their everyday work. We bring this relation into view by tracing Canadian principals' and parents' descriptions of their educational work in the policy-mediated settings of public schooling in British Columbia, Canada.…

A large body of research has demonstrated the value of fostering peer interaction in the context of collaborative group work as an effective strategy to facilitate learning. The present study attempted to enable teachers in a varied sample of 24 Scottish primary classrooms to improve the quality of collaborative group work interaction among their…

"With the NLS--they can see how everything is important if we want our English to be good and it's helped me to see it that way too. Before, we just used to see it all separately. This way is much better" (Rebecca Graham, Year 4 English specialist after Final Block Placement). This quote was collected in the final stage of a study involving…

The National Literacy Strategy (NLS) was introduced into schools in England in 1998 with the aim of raising the literacy attainments of primary-aged children. The Framework for Teaching the Literacy Hour, a key component of the NLS, proposes an interpretation of literacy that emphasises reading, writing and spelling skills. An investigation of the…

Recent learning theories and the suggested importance of 'interactive' approaches in national initiatives, (NLS, NNS) led to an ESRC-funded action research project involving the University of Exeter and teachers in three schools--'Using Talk to Activate Learners' Knowledge' (TALK). This investigated how 'interactive' whole class teaching was and…

During the 1980s and 1990s, the quantity of probability being taught in mathematics lessons in primary schools in England and Wales went from minimal to extensive and back again. A great deal of effort was invested in a project to incorporate probability into the primary curriculum that has now almost been abandoned. In this article I will attempt…

Presents findings of extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers. Explores impact of official endorsement of interactive whole class teaching in the teaching of England's National Literacy Strategy to examine whether it is promoting pupils' higher interaction and…

States that although "whiteness studies" has become a theme in writing about ethnicity and education over the decade, the number of white teachers attempting to understand how their own ethnicity affects their work appears negligible. Addresses this, applying a model of white attitudes to the author's own thinking and behavior. (BT)

Contends that the language used to describe academic work matters a great deal and the language of impact, whether used in a research context or a social arena, foregrounds some things and marginalizes others. Opines this will draws educators further into the mindset and practices of performativity. (BT)

Outlines general guidelines for teaching conceptual development in science in the United Kingdom. Focuses on the introduction of new ideas in the primary classroom. Uses two examples of teaching to exemplify how relevant ideas of science can be introduced. Discusses the teacher's role in talking ideas into existence. (BT)

Analyzes interactions between a British primary school teacher and her students during sessions of science to determine the extent that the teacher assists in class performance. States the teaching illustrates features suggesting children's science concepts are being developed and features consistent with assisted performance. (BT)

Suggests science taught at Key Stage 3 (ages 11-14) has changed little over the past two decades despite introduction of National Curriculum reforms. Notes high stakes testing at the end of Key Stage 2 (ages 7-11) has resulted in less experimentation in Year 6. Examines structural factors responsible for the current situation. (BT)

Contends teachers must resist the temptation to suggest that, while children can create stories and melodies, they cannot create mathematics. Quotes mathematician G. H. Hardy: "A mathematician, like a painter or poet, is a 'maker' of patterns." Considers mathematics should be able to stand up for itself. (BT)