This Article Full Text Full Text (PDF) All Versions of this Article: 0002831208316256v1 45/3/701    most recent Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lefstein, A. Search for Related Content Social Bookmarking                         What's this?

Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective

Institute of Education, University of London

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.

Key Words: curriculum • educational reform • classroom research • educational policy • elementary schools • literacy

This version was published on September 1, 2008

American Educational Research Journal, Vol. 45, No. 3, 701-737 (2008)
DOI: 10.3102/0002831208316256


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. L. Glazer How External Interveners Leverage Large-Scale Change: The Case of America's Choice, 1998-2003 Educational Evaluation and Policy Analysis, September 1, 2009; 31(3): 269 - 297. [Abstract] [Full Text] [PDF]