Literaturnachweis - Detailanzeige
Autor/inn/en | Morris, Rebecca; See, Beng Huat; Gorard, Stephen; Siddiqui, Nadia |
---|---|
Titel | Literacy for Life: Evaluating the National Literacy Trust's Bespoke Programme for Schools |
Quelle | In: Educational Studies, 49 (2023) 2, S.369-387 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Morris, Rebecca) ORCID (See, Beng Huat) ORCID (Gorard, Stephen) ORCID (Siddiqui, Nadia) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-5698 |
DOI | 10.1080/03055698.2020.1867077 |
Schlagwörter | Foreign Countries; Program Evaluation; Program Effectiveness; Secondary Schools; Public Schools; Reading Attitudes; Student Attitudes; Writing Attitudes; Self Esteem; Outcomes of Education; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; United Kingdom (England) Ausland; Programme evaluation; Programmevaluation; Sekundarschule; Public school; Öffentliche Schule; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Lernleistung; Schulerfolg; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11 |
Abstract | This paper presents an evaluation of "Literacy for Life" (LfL) -- a whole-school literacy programme, implemented in five secondary schools in England. The aims of LfL were to improve literacy attainment and to promote positive attitudes to reading and writing. However, when compared to other schools, there is little or no evidence that being in a LfL school, had any differential benefit for pupils' attainment. In LfL schools, the gap for disadvantaged pupils and those with SEN grew in the early years of the intervention. There is also no evidence from repeated surveys that pupils' attitudes to and enjoyment of reading showed any improvement. As such, LfL did not achieve its intended objectives. This matters because, despite limited evidence in its favour, schools continue to use it and programmes similar to it. We argue that programmes such as LfL, which are implemented on a whole-school level, need to be based upon evidence-informed approaches. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |