Download Inside the Literacy Hour: Learning from Classroom by Ros Fisher PDF

By Ros Fisher

The nationwide Literacy method is on the middle of the govt force to elevate the criteria in literacy in faculties. in keeping with a study venture carried out in study rooms throughout the first yr of the nationwide Literacy approach (NLS), this publication offers a pragmatic research of the ways that profitable lecturers have carried out the Literacy Hour. Taking a reflective method, it chronicles how academics have replaced their attitudes and perform over the 1st 12 months, and questions why those adjustments have happened. With a number of descriptions of lecturers' perform and examples of kid's writing all through, this is often an in-depth, but down-to-earth reflective research of potent literacy teaching.Ros Fisher seems intimately at concerns resembling; bettering the educating of literacy; learning school room perform; kid's studying within the Literacy Hour; altering perform at Key level One and and combined age sessions and literacy for four-year-olds.

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Extra resources for Inside the Literacy Hour: Learning from Classroom Experiences

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A semistructured format was used for both (see Appendix I). The schedule included key questions and then prompts towards the areas we wanted to cover. Interviews lasted about one hour each and were held in the school, usually in the teacher’s classroom. In the funded part of the project supply cover was paid for the time taken in the interviews which reduced the pressure to avoid inconveniencing teachers too much. For the follow-up study for which there was no external funding the interviews took place at lunchtime and relied on the generosity of teachers with their time.

A semistructured format was used for both (see Appendix I). The schedule included key questions and then prompts towards the areas we wanted to cover. Interviews lasted about one hour each and were held in the school, usually in the teacher’s classroom. In the funded part of the project supply cover was paid for the time taken in the interviews which reduced the pressure to avoid inconveniencing teachers too much. For the follow-up study for which there was no external funding the interviews took place at lunchtime and relied on the generosity of teachers with their time.

The follow-up visits made at the end of the second year were only concerned with the teacher and no data on children was collected at that time. 1. , 1997) at the beginning of the project. 1 Programme of data collection. to give some indication of teachers’ ideas about the teaching of literacy. Respondents reacted to a series of statements about literacy and literacy teaching and the scoring gave teachers a numerical rating on a scale of 24–120 which indicated a continuum from a ‘bottom-up’, skills-based approach to a ‘top-down’, pupil-centred approach to literacy teaching.

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