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ERIC Number: EJ807292
Record Type: Journal
Publication Date: 2008
Pages: 37
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0002-8312
Changing Classroom Practice through the English National Literacy Strategy: A Micro-Interactional Perspective
Lefstein, Adam
American Educational Research Journal, v45 n3 p701-737 2008
How and why is national policy translated into interactions between teachers and pupils? This article examines the enactment of the English National Literacy Strategy (NLS) in a case study of two literacy lessons, which are drawn from a yearlong ethnographic study of the NLS in one school. Although the teacher taught directly from and adhered closely to the prescribed materials, curricular contents were recontextualized into habitual classroom interactional genres, and the open questions that constituted the primary aim of the lesson were suppressed. In explaining these enactment patterns, the author supplements analysis of teacher knowledge and policy support with consideration of conditions of teacher engagement with the policy and the durability of interactional genres, rooted in pupil collusion and "habitus." (Contains 3 tables, 2 figures, and 20 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom