Fay Smith

The impact of interactive whiteboards on teacher—pupil interaction in the National Literacy and Numeracy Strategies

The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher–pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two‐year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers professional developme...

Interactive whole class teaching in the National Literacy and Numercy Strategies

The study set out to investigate the impact of the official endorsement of ‘interactive whole class teaching’ on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an ‘active teaching’ model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implica...

The Discourse of the Literacy Hour

The introduction of a national literacy hour as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of interactive whole class teaching which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The implications of the findings for externally generated curriculum reforms like the NLS are considered together with the in-service needs of teachers who are charged with implementing such policy-led initiatives.

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training

This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.

Gender inequality in the primary classroom: will interactive whiteboards help?

This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short‐term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher–student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. Using a computerized observation schedule, 144 lessons were observed over a two‐year period. The findings concur with other research which has found that boys dominate classroom interaction in terms of the frequency of certain discourse moves. The average length of each move did not vary significantly between boys and girls. Frequency dominance was disproportionately stronger in classes with a high percentage of boys in class, and was also stronger in lessons where whiteboards were used. Understanding how interaction varies in the classroom, and how new technology might affect this interaction, has important implications for teachers, researchers and future research priorities.

The recruitment of new teachers from minority ethnic groups

This article reports on part of a larger, ongoing two-year investigation supported by the Teacher Training Agency into the recruitment of new teachers from minority ethnic backgrounds via Postgraduate Certificate in Education (PGCE) courses in England. The authors focus here on interviews with admissions tutors, course directors and other senior staff at teacher training institutions. The interviews revealed differences between institutions in the measures taken to attract minority ethnic students. The research indicates a need for much clearer guidelines for admissions tutors on the issues surrounding the question of positive action on the recruitment of new teachers from minority ethnic groups.

Teacher–pupil dialogue with pupils with special educational needs in the National Literacy Strategy

This paper reports on an investigation into the interactive and discourse styles of a nationally representative sample of primary teachers ( nu2009u200a=u200au200970) as they work with pupils who experience difficulties in literacy development during whole class and group‐based sections of the literacy hour. Using a computerized observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of ‘interactive whole‐class teaching’ on the teaching of pupils with special educational needs (SEN) in the literacy hour to see whether the National Literacy Strategy (NLS) is promoting their active involvement. The findings suggest that while the NLS is encouraging teachers to involve pupils with SEN in the literacy hour, the discourse is dominated by teacher explanation and question/answer sequences that provide little opportunity for pupils of all abilities to initiate, explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy‐led initiatives like the NLS.

Evaluating the effectiveness of the National Literacy Strategy: identifying indicators of success

In 1998, the Government introduced the National Literacy Strategy (NLS) in all primary schools in England in a bid to raise literacy standards. The first cohort of primary schools in the northern Local Education Authority ( n = 19) implemented the project in January 1997, the second cohort ( n = 20) began in September 1997. Each cohort consisted of three different year groups (Year 2, Year 4 and Year 6). The aim of this project was to focus upon exam results from these schools and thereby identify possible predictors of success (e.g. socio-economic status, age of pupils, teaching and learning style). We looked at differences within and between each cohort. We also carried out in-depth case studies of three northern schools. Each case-study involved interviews with key staff. The wider implications of the findings for the implementation of the NLS and for the training needs of teachers are considered.

New Teachers and the Question of Ethnicity

During the 20 years since the publication of the Rampton Report (1981) concern has been voiced about the under representation of minority ethnic groups in teaching in England and Wales, and their relative lack of opportunities for career advancement. The Commission for Racial Equality (CRE) has lobbied for policy interventions to address the issue and in the mid 1980s carried out a survey of staffing in eight local authorities that had ‘higher than average’ minority populations. This revealed that less than three per cent of teachers came from minority ethnic backgrounds and also showed that such teachers were disproportionately concentrated on lower pay scales (CRE 1986, 1988). By 1992 the CRE was urging the Conservative government to take appropriate steps ‘to ensure that people from the ethnic minorities will be recruited for teacher training without unlawful discrimination’ (cited in Osier 1997, p.47). Subsequently, the Higher Education Funding Council responded by funding 17 projects to widen ethnic minority participation in initial teacher training between 1993 and 1994 (HEFC 1995).

The Relevance of GCSE Mathematics and English as Preparation for Employment

Abstract In order to investigate the relevance of GCSE mathematics and English as preparation for employment in small to medium-sized companies, qualitative data from interviews with supervisors/managers, employees and teachers were gathered. It was found that employers and employees regard much of what is taught in GCSE English and mathematics as not directly relevant to the workplace, and that their concerns with respect to literacy and numeracy are specific and limited. There were calls for more practical mathematics and a greater emphasis on the development of oral communication and interpersonal skills. Although teachers were supportive of these developments, they warned of the dangers of the curriculum becoming too narrow, emphasising that education has a much broader role than preparing young people for narrowly defined workplace skills. The implications of the findings for the development of a more work-related curriculum are also considered.