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Policy and research : Lessons from the Clackmannanshire synthetic phonics initiative

Ellis, Sue (2007) Policy and research : Lessons from the Clackmannanshire synthetic phonics initiative. Journal of Early Childhood Literacy, 7 (3). pp. 281-297. ISSN 1468-7984

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Abstract

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.

Item type: Article
ID code: 4808
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
Related URLs:
Depositing user: Strathprints Administrator
Date Deposited: 25 Nov 2007
Last modified: 04 Sep 2014 17:38
URI: http://strathprints.strath.ac.uk/id/eprint/4808

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