Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective
Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective
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通过英语国家读写能力战略改变课堂实践：微观互动视角
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
A. Lefstein
中科院分区：
文献类型：
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作者：
A. Lefstein
国家政策如何以及为什么转化为教师和学生之间的互动？本文以一所学校为期一年的民族志研究为基础，以两堂识字课为例，探讨了英国国家识字战略的制定。虽然教师直接从规定的材料教，并严格遵守，课程内容被重新纳入习惯性的课堂interests体裁，和开放的问题，构成了教训的主要目的被压制。在解释这些制定模式时，作者补充了对教师知识和政策支持的分析，并考虑了教师参与政策的条件和植根于学生共谋和惯习的干预类型的持久性。
How and why is national policy translated into interactions between teachers and pupils? This article examines the enactment of the English National Literacy Strategy (NLS) in a case study of two literacy lessons, which are drawn from a yearlong ethnographic study of the NLS in one school. Although the teacher taught directly from and adhered closely to the prescribed materials, curricular contents were recontextualized into habitual classroom interactional genres, and the open questions that constituted the primary aim of the lesson were suppressed. In explaining these enactment patterns, the author supplements analysis of teacher knowledge and policy support with consideration of conditions of teacher engagement with the policy and the durability of interactional genres, rooted in pupil collusion and habitus.