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ERIC Number: EJ1023125
Record Type: Journal
Publication Date: 2014-Apr
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-1926
Ethics, Education Policy and Research: The Phonics Question Reconsidered
Ellis, Sue; Moss, Gemma
British Educational Research Journal, v40 n2 p241-260 Apr 2014
This paper argues that direct control of the early years literacy curriculum recently exercised by politicians in England has made the boundaries between research, policy and practice increasingly fragile. It describes how policy came to focus most effort on the use of synthetic phonics programmes in the early years. It examines why the Clackmannanshire phonics intervention became the study most frequently cited to justify government policy and suggests a phonics research agenda that could more usefully inform teaching. It argues that, whilst academics cannot control how their research is eventually used by policy-makers, learned societies can strengthen their ethics policies to set out clearer ground rules for academic researchers working across knowledge domains and with policy-makers. A stronger framework to guide the ethical interpretation of research evidence in complex education investigations would allow more meaningful conversations to take place within and across research communities, and with research users. The paper suggests some features for such a framework.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)