ERIC Number: ED466444
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: N/A
How Do Elementary School Teachers Define and Implement "Interactive Teaching" in the National Literacy Hour (NLH) in England?
Hargreaves, Linda; Moyles, Janet; Merry, Roger; Paterson, A. S. Fred; Esarte-Sarries, Veronica
This paper reports findings from the Study of Primary Interactive Teaching (SPRINT) project in England, which examined teachers' understanding and use of interactive teaching as a characteristic of successful teaching in the National Literacy Strategy. Fifteen teachers of children aged 5-11 years became focus teachers and participated in a process of video simulated reflective dialogue (VSRD) with a higher education based research partner. Fifteen comparison teachers were videotaped doing interactive teaching in the literacy hour but did not participate in the VSRDs. Semi-structured interviews, held with every teacher before and after a 6- to 8-month fieldwork period, were analyzed to show teachers' changing conceptions of interactive teaching. The Concerns-Based Adoption Model was used to measure teachers' concerns about interactive teaching. Systematic observations were made on the video data. Results revealed few differences between the focus and comparison groups. Results provide significant evidence that while teachers have increased levels of interactivity by increasing the frequency of their questions, they still spend over half of their time giving information and telling children what to do. The results reveal a curriculum by cognitive demand interaction which raises questions about cognitive challenge for children age 5-7 in the literacy hour, and for children age 8-11 in other curriculum areas. (Contains 29 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Economic and Social Research Council, Lancaster (England).
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)