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Cited by 119Education Pedagogy and PracticesMathematics Education and Teaching TechniquesEducation and Technology Integration

The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.

Interactive whole class teaching in the National Literacy and Numercy Strategies

Open access
Smith, Fay, Hardman, Frank, Wall, Kate, Mroz, Maria·2004·British Educational Research Journal
DOI 10.1080/01411920410001689706
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Abstract

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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Crossref · 10.1080/01411920410001689706

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18 of 18 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 18 references

Research works printed but not linked: 8

  1. Department of Education and Employment (DfEE), 1998, The National Literacy Strategy: a framework for teaching
  2. Department of Education and Employment (DfEE), 1999, The National Numeracy Strategy
  3. Department of Education and Employment (DfEE), 1999, Talking in class
  4. Department of Education and Employment (DfEE), 1999, Engaging all pupils
  5. Earl L, 2003, Watching and Learning. Final Report of the External Evaluation of England's National Literacy and Numeracy Strategies
  6. Joyce B, 1992, Cooperative learning and staff development: teaching the method with the method, Cooperative Learning, 12, 10
  7. Noldus Information Technology, 1995, The Observer, Base Package for Windows, Reference manual, Version 3.0 edition
  8. Reynolds D, 1996, Worlds apart? A review of international studies of educational achievement involving England

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Metadata

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
DOI
10.1080/01411920410001689706
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
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 3137 d)
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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