{"id":{"repo_id":"strathclyde","oai_identifier":"oai:strathclyde:tm70mv58g"},"canonical_url":"https://search.dev.ndltd.org/etd/strathclyde/oai:strathclyde:tm70mv58g","repository":{"repo_id":"strathclyde","name":"University of Strathclyde","base_url":"https://stax.strath.ac.uk/catalog/oai"},"display":{"title":"The shifting shape of useful knowledge in literacy teaching","abstract":"This submission for a PhD explores some of the paradigms of literacy research, and how teachers are positioned to use the knowledge generated to inform literacy education in schools. It draws on the candidate's published work from specific intervention and research projects to examine, on one hand, how a variety of research paradigms position teachers and teaching in relation to evidence-based practice, and on the other, how Scottish teachers are professionalized to attend to empirical evidence. It highlights how the clash of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop an empirical evidence base to ground the theorization of teachers’ classroom work would help to promote evidence-informed decisions about literacy curriculum design and teaching.","abstract_html":"This submission for a PhD explores some of the paradigms of literacy research, and how teachers are positioned to use the knowledge generated to inform literacy education in schools. It draws on the candidate's published work from specific intervention and research projects to examine, on one hand, how a variety of research paradigms position teachers and teaching in relation to evidence-based practice, and on the other, how Scottish teachers are professionalized to attend to empirical evidence. It highlights how the clash of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop an empirical evidence base to ground the theorization of teachers’ classroom work would help to promote evidence-informed decisions about literacy curriculum design and teaching.","abstract_has_math":false,"creators":["Ellis, Sue"],"institution":"University of Strathclyde","degree_name":"phd","degree_level":"doctoral-pg","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Maclellan, Effie"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T04:40:32Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.48730/hssp-t666"],"render_values":[{"text":"10.48730/hssp-t666","href":"https://doi.org/10.48730/hssp-t666","code":true}]},{"key":"dc:identifier","label":"Identifier","values":["uk.bl.ethos.607444","T13410"],"render_values":[{"text":"uk.bl.ethos.607444","href":null,"code":true},{"text":"T13410","href":null,"code":true}]}]},"links":{"outbound_url":"https://stax.strath.ac.uk/concern/theses/tm70mv58g","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Maclellan, Effie"]},{"key":"dc:creator","label":"Author","values":["Ellis, Sue"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Strathclyde"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral-pg"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["uk.bl.ethos.607444","T13410"]},{"key":"dc:identifier.doi","label":"DOI","values":["10.48730/hssp-t666"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stax.strath.ac.uk/concern/theses/tm70mv58g"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This submission for a PhD explores some of the paradigms of literacy research, and how teachers are positioned to use the knowledge generated to inform literacy education in schools. It draws on the candidate's published work from specific intervention and research projects to examine, on one hand, how a variety of research paradigms position teachers and teaching in relation to evidence-based practice, and on the other, how Scottish teachers are professionalized to attend to empirical evidence. It highlights how the clash of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop an empirical evidence base to ground the theorization of teachers’ classroom work would help to promote evidence-informed decisions about literacy curriculum design and teaching."]},{"key":"dc:description.abstract","label":"Abstract","values":["This submission for a PhD explores some of the paradigms of literacy research, and how teachers are positioned to use the knowledge generated to inform literacy education in schools. It draws on the candidate's published work from specific intervention and research projects to examine, on one hand, how a variety of research paradigms position teachers and teaching in relation to evidence-based practice, and on the other, how Scottish teachers are professionalized to attend to empirical evidence. It highlights how the clash of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop an empirical evidence base to ground the theorization of teachers’ classroom work would help to promote evidence-informed decisions about literacy curriculum design and teaching."]},{"key":"dc:title","label":"Title","values":["The shifting shape of useful knowledge in literacy teaching"]}]}],"canonical_facts":{"dc:contributor.advisor":["Maclellan, Effie"],"dc:creator":["Ellis, Sue"],"dc:date.issued":["2012"],"dc:description":["This submission for a PhD explores some of the paradigms of literacy research, and how teachers are positioned to use the knowledge generated to inform literacy education in schools. It draws on the candidate's published work from specific intervention and research projects to examine, on one hand, how a variety of research paradigms position teachers and teaching in relation to evidence-based practice, and on the other, how Scottish teachers are professionalized to attend to empirical evidence. It highlights how the clash of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop an empirical evidence base to ground the theorization of teachers’ classroom work would help to promote evidence-informed decisions about literacy curriculum design and teaching."],"dc:description.abstract":["This submission for a PhD explores some of the paradigms of literacy research, and how teachers are positioned to use the knowledge generated to inform literacy education in schools. It draws on the candidate's published work from specific intervention and research projects to examine, on one hand, how a variety of research paradigms position teachers and teaching in relation to evidence-based practice, and on the other, how Scottish teachers are professionalized to attend to empirical evidence. It highlights how the clash of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop an empirical evidence base to ground the theorization of teachers’ classroom work would help to promote evidence-informed decisions about literacy curriculum design and teaching."],"dc:identifier":["uk.bl.ethos.607444","T13410"],"dc:identifier.doi":["10.48730/hssp-t666"],"dc:identifier.uri":["https://stax.strath.ac.uk/concern/theses/tm70mv58g"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Strathclyde"],"dc:title":["The shifting shape of useful knowledge in literacy teaching"],"dc:type.qualificationlevel":["doctoral-pg"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T04:40:32Z"}