Literaturnachweis - Detailanzeige
Autor/inn/en | Innes, Mark; Gunter, Helen M.; Armstrong, Paul |
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Titel | Researching Literacy Policy: Conceptualizing Trends in the Field |
Quelle | In: London Review of Education, 19 (2021) 1, (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Innes, Mark) ORCID (Gunter, Helen M.) ORCID (Armstrong, Paul) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1474-8479 |
DOI | 10.14324/LRE.19.1.21 |
Schlagwörter | Literacy Education; Educational Policy; Intervention; Teaching Methods; Policy Analysis; Foreign Countries; Program Descriptions; Trend Analysis; Educational Trends; Curriculum Development; Educational History; Strategic Planning; Elementary Secondary Education; United Kingdom (England) Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Politikfeldanalyse; Ausland; Trendanalyse; Bildungsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Strategy; Planning; Strategie; Planung |
Abstract | The Literacy Policy Project examines the trends in UK government policy interventions into literacy curriculum and pedagogies in schools in England. We undertake a policy scholarship methodology to read policy texts through a conceptual framework that frames policy interventions with functional, realist or socially critical purposes. We identify how successive UK governments have primarily adopted functional policies and research relating to literacy in schools in England. We argue that policy is dictated by, and serves, a growing marketplace for educational solutions, making the case that more prominence should be given to facilitating socially critical approaches to literacy policy. (As Provided). |
Anmerkungen | UCL Press. University College London (UCL), Gower Street, London WC1E 6BT. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |