'Interactive Whole Class Teaching' in the National Literacy Strategy

Building on evidence from an earlier small-scale study of the discourse of the National Literacy Strategy (NLS) in England, the findings of a more extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers are presented. Using a computerised observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of 'interactive whole class teaching' in the teaching of the NLS to see whether it is promoting higher levels of interaction and cognitive engagement by pupils. The findings support our earlier study and suggest that the NLS is encouraging teachers to use more directive forms of teaching with little opportunities for pupils to explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS.     

'On The Edge': Making meaning of flexible careers

ABSTRACT This article uses autobiographical writing to explore the ways in which we have experienced, and tried to manage, our identities in the context of employment practices which are increasingly encouraging the use of 'flexible', contracted staff. In seeking to make transparent the identifications we have made with marginality and risk which have been embedded in our experience of 'flexible' careers, we have tried to develop an unconventional texture to this written account of a shared project of inquiry.     

Animals in a Pond

Bringing a pond into the classroom can enrich the teaching of statistics as well as biology and bring them together.     

Non-vocational Adult Education and its Professionals in the United Kingdom

In this overview of non-vocational adult education and the training of its professionals we seek to provide a map of existing provision through secondary analysis of existing data. The territory is a complex one with a range of providers and considerable blurring of the vocational and non-vocational divide. Further, because of devolution within the four countries of the UK, there are certain relatively minor differences in the four administrations. Where these are of some significance, they are noted, but in general the specific focus is on England. Our analysis is based on data gathered as part of the Europe-wide ALPINE survey. Our secondary data are augmented by personal interviews with key informants representing different parts of the adult education sector.