Interactive whole class teaching in the National Literacy and Numercy Strategies
Open accessAbstract
The study set out to investigate the impact of the official endorsement of ‘interactive whole class teaching’ on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an ‘active teaching’ model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered.
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There is ample evidence that the form of interaction in which the teacher's attention is focused on the correctness of the student's response is the norm in most classrooms.
“There is ample evidence that this form of interaction is the norm in most classrooms (Applebee et al., 2003; Hardman, et al., 2003; Smith et al., 2004).”
From Developing the theory of formative assessment (2009) · cites this paper as Smith et al., 2004
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- Authors
- Smith, F., Hardman, F., Wall, K., & Mroz, M.
- Affiliations
- Newcastle University (GB)
- Corresponding author
- Smith, Fay
- ORCID
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 2004-06
- Volume
- 30
- Issue
- 3
- Pages
- 395-411
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W4230084863
- Cited by
- 118
- References
- 18
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 1 · 2023: 3 · 2022: 6 · 2021: 8 · 2020: 3 · 2019: 4 · 2018: 5 · 2017: 4 · 2016: 8 · 2015: 8 · 2014: 6 · 2013: 3 · 2012: 13
- FWCI
- 20.74
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- British Educational Research Journal (publishedVersion)
- Newcastle University ePrints (Newcastle Univesity)
- Funders
- Economic and Social Research Council
- Topics
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Education and Technology Integration
- Keywords
- National Literacy Strategy, National Numeracy Strategy, primary school teachers, classroom interaction, active teaching methods, classroom pedagogy, teacher professional development, policy implementation
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