Front Row Seats: What We've Learned from the National Literacy and Numeracy Strategies in England
Item
Title
Front Row Seats: What We've Learned from the National Literacy and Numeracy Strategies in England
Abstract/Description
As the OISE/UT team has followed the literacy and numeracy reforms in England, they have been examining them in relation to large-scale reform using a model that considers both the policy levers and the local challenges associated with any attempt to change schools on a massive scale. In this paper, the authors describe their findings from the first two years of what will be a four-year project. They conclude that the National Strategies for Literacy and Numeracy have made significant changes in primary education throughout England in a remarkably short period of time. The changes, however, are not yet deep-seated enough to continue without consistent pressure and support. The next phase of NLS and NNS reform is crucial because it involves deepening the teaching practices in classrooms and schools, ensuring that other areas of the curriculum are progressing apace and, attending to the generic aspects of the broader structure of the profession.
Author/creator
Date
In publication
Volume
3
Issue
1
Pages
35-53
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1573-1812
Citation
Earl, L., Watson, N., & Torrance, N. (2002). Front Row Seats: What We’ve Learned from the National Literacy and Numeracy Strategies in England. Journal of Educational Change, 3(1), 35–53. https://doi.org/10.1023/A:1016579405813
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