The authors' experiences of observing teaching and learning in schools have led them to become concerned at the dominant paradigm of a "pedagogy of poverty" at the expense of a "pedagogy of plenty". Bernstein's theory of power and control of education knowledge is overtly practised in classrooms globally. This is evidenced in the narrowing of the…

Using longitudinal curriculum data which they have collected over a ten year period from a nationally representative sample of primary schools (funded by grants from the Qualifications and Curriculum Authority), the authors report on evidence of changing models of subject provision within the primary curriculum. The period 1997-2007 has evidenced…

Much has been written about the standards agenda in relation to primary pupil performance levels on end of key stage tests. A range of policy "levers" such as numeracy and literacy strategies have been utilized to hike the annual cohort percentages towards the government targets. However, whether measurable (by standardized testing at ages 7 and…

This preliminary analysis is part of the baseline phase of a longitudinal study designed to investigate the professional development of primary and secondary teachers across England. The study addresses four key research areas. The prevailing models of professional development for teachers in England are identified in this baseline phase and the…