The shifting shape of useful knowledge in literacy teaching

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.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral-pg

Grantor dc:publisher.institution

University of Strathclyde

Year dc:date.issued

2012

Author dc:creator

• Ellis, Sue

Advisor dc:contributor.advisor

• Maclellan, Effie

DOI

10.48730/hssp-t666

Identifier

uk.bl.ethos.607444
T13410

OAI identifier oai:identifier

oai:strathclyde:tm70mv58g