Ellis, Sue (2007) Policy and research : Lessons from the Clackmannanshire synthetic phonics initiative. Journal of Early Childhood Literacy, 7 (3). pp. 281-297. ISSN 1468-7984Full text not available in this repository. (Request a copy from the Strathclyde author)
This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.
|Keywords:||Clackmannanshire, curriculum policy, early intervention, staff development, synthetic phonics, Primary Education, Education|
|Subjects:||Education > Theory and practice of education > Primary Education|
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education|
|Depositing user:||Strathprints Administrator|
|Date Deposited:||25 Nov 2007|
|Last modified:||06 Jan 2017 06:03|