Pub Date : 2022-08-21DOI: 10.1080/04250494.2022.2111119
I. Thompson
{"title":"Learning to teach English and the language arts: a Vygotskian perspective on beginning teachers’ pedagogical concept development","authors":"I. Thompson","doi":"10.1080/04250494.2022.2111119","DOIUrl":"https://doi.org/10.1080/04250494.2022.2111119","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"1 1","pages":"401 - 402"},"PeriodicalIF":0.9,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89985061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.1080/04250494.2022.2112399
E. Collyer
ABSTRACT This paper reflects on the teaching of the unseen poetry element of the English Literature GCSE in 2022. It explores the author’s reflections on the successes and limitations of using a less structured approach with a single Year 11 class, concluding that the pedagogies outlined were more successful than previous iterations in terms of pupil engagement and preparation for high-stakes assessment. However, the approach could have been improved with even less structure early in the unit.
{"title":"“I don’t mind a bit of poetry”: a reflection on teaching unseen poetry","authors":"E. Collyer","doi":"10.1080/04250494.2022.2112399","DOIUrl":"https://doi.org/10.1080/04250494.2022.2112399","url":null,"abstract":"ABSTRACT This paper reflects on the teaching of the unseen poetry element of the English Literature GCSE in 2022. It explores the author’s reflections on the successes and limitations of using a less structured approach with a single Year 11 class, concluding that the pedagogies outlined were more successful than previous iterations in terms of pupil engagement and preparation for high-stakes assessment. However, the approach could have been improved with even less structure early in the unit.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"16 1","pages":"388 - 400"},"PeriodicalIF":0.9,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81267175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/04250494.2022.2095898
M. Matthews
ABSTRACT This arts-based research explores the place of creativity in the lives of a focus group of teachers of English in an English secondary school who work within an increasingly performative educational system. As well as interrogating the place of creativity in their lives, the study explores how found poetry can be used as a research method to collate, analyse and then represent data. The poems are produced from semi-structured individual interviews. The participants were able to scrutinise and reflect upon the poems before returning for a second interview. This process helped strengthen the findings and gave a deeper understanding of their experiences regarding creativity. The findings suggest that the participants have limited space to be creative, or to think differently in their teaching practice. The limited space to be creative comes from normalising practices of a performance culture, but the restrictions are extrinsic and internally imposed by the participants.
{"title":"Creativity in the lives of English teachers: voices through found poetry","authors":"M. Matthews","doi":"10.1080/04250494.2022.2095898","DOIUrl":"https://doi.org/10.1080/04250494.2022.2095898","url":null,"abstract":"ABSTRACT This arts-based research explores the place of creativity in the lives of a focus group of teachers of English in an English secondary school who work within an increasingly performative educational system. As well as interrogating the place of creativity in their lives, the study explores how found poetry can be used as a research method to collate, analyse and then represent data. The poems are produced from semi-structured individual interviews. The participants were able to scrutinise and reflect upon the poems before returning for a second interview. This process helped strengthen the findings and gave a deeper understanding of their experiences regarding creativity. The findings suggest that the participants have limited space to be creative, or to think differently in their teaching practice. The limited space to be creative comes from normalising practices of a performance culture, but the restrictions are extrinsic and internally imposed by the participants.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"43 1","pages":"357 - 371"},"PeriodicalIF":0.9,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80067554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-08DOI: 10.1080/04250494.2022.2090334
Claire Burnett, Louise Chapman Hazell
ABSTRACT This case study explores how literature, in particular poetry, can be used as an educational platform within the secondary classroom to explore gender identity. A six-week unit of poetry was created as part of a broader project to enable pupils to reflect on their personal and familial experiences of gender, whilst also utilising creative writing and performance as a tool for self-expression. The all-female class were studied before, during and after the learning process to holistically evaluate their development of gender-consciousness. A key area of focus is the strengths and limitations of the use of performance poetry when developing awareness of gender identity within adolescents.
{"title":"Voices in the year 7 classroom: a case study tracing evolving gender identities during a poetry unit of work focused on gender consciousness","authors":"Claire Burnett, Louise Chapman Hazell","doi":"10.1080/04250494.2022.2090334","DOIUrl":"https://doi.org/10.1080/04250494.2022.2090334","url":null,"abstract":"ABSTRACT This case study explores how literature, in particular poetry, can be used as an educational platform within the secondary classroom to explore gender identity. A six-week unit of poetry was created as part of a broader project to enable pupils to reflect on their personal and familial experiences of gender, whilst also utilising creative writing and performance as a tool for self-expression. The all-female class were studied before, during and after the learning process to holistically evaluate their development of gender-consciousness. A key area of focus is the strengths and limitations of the use of performance poetry when developing awareness of gender identity within adolescents.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"75 1","pages":"372 - 387"},"PeriodicalIF":0.9,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81227492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/04250494.2022.2089556
R. Dalrymple, A. Green
ABSTRACT Margaret Meek Spencer’s writings on literacy evoke reading and storymaking as processes of inquiring; of searching into mystery. This paper considers how Meek’s preoccupations with reading process; genre literacy; and text-image dialogism resonate deeply with the genre of young people’s mystery and detective fiction. Drawing on Meek’s seminal works, Learning to Read (1982); How Texts Teach What Readers Learn (1988), and On Being Literate (1991), the paper applies key concepts from these texts to a group of children’s mystery stories. The paper shows how the genre offers a resonant context in which to “take her work on” and to observe the mirroring of certain of her insights in storied form. Moreover, the aptness and theoretical richness of Meek’s concepts in relation to the genre is illustrated, not least when her ideas are considered alongside the work (suggestively cited briefly by Meek herself) of Bakhtin, Bruner, and Barthes.
{"title":"“The great secrets of reading”: Margaret Meek Spencer, reading process and children’s mystery and detective fiction","authors":"R. Dalrymple, A. Green","doi":"10.1080/04250494.2022.2089556","DOIUrl":"https://doi.org/10.1080/04250494.2022.2089556","url":null,"abstract":"ABSTRACT Margaret Meek Spencer’s writings on literacy evoke reading and storymaking as processes of inquiring; of searching into mystery. This paper considers how Meek’s preoccupations with reading process; genre literacy; and text-image dialogism resonate deeply with the genre of young people’s mystery and detective fiction. Drawing on Meek’s seminal works, Learning to Read (1982); How Texts Teach What Readers Learn (1988), and On Being Literate (1991), the paper applies key concepts from these texts to a group of children’s mystery stories. The paper shows how the genre offers a resonant context in which to “take her work on” and to observe the mirroring of certain of her insights in storied form. Moreover, the aptness and theoretical richness of Meek’s concepts in relation to the genre is illustrated, not least when her ideas are considered alongside the work (suggestively cited briefly by Meek herself) of Bakhtin, Bruner, and Barthes.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"14 1","pages":"235 - 243"},"PeriodicalIF":0.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81922778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/04250494.2022.2091987
D. Wyse, A. Bradbury
ABSTRACT The teaching of reading has been a source of contentious debate for many years. Margaret Meek Spencer contributed her passion for the importance of specific texts to help children learn to read. In addition to the kinds of texts to be used, important aspects of the debate include the relationship between national curriculum policies and robust research evidence about what works in teaching reading. This paper notes a historical trend in government policy that has included England's Department for Education strengthening its control of the curriculum and pedagogy for teaching reading in ways which run contrary to many of Meek Spencer’s arguments. The paper examines the use of statutory assessment, particularly a Phonics Screening Check, its influence on pedagogy and links with the politics of reading. We conclude that policy needs to be reformed to better reflect robust research evidence.
{"title":"The passion, pedagogy and politics of reading","authors":"D. Wyse, A. Bradbury","doi":"10.1080/04250494.2022.2091987","DOIUrl":"https://doi.org/10.1080/04250494.2022.2091987","url":null,"abstract":"ABSTRACT The teaching of reading has been a source of contentious debate for many years. Margaret Meek Spencer contributed her passion for the importance of specific texts to help children learn to read. In addition to the kinds of texts to be used, important aspects of the debate include the relationship between national curriculum policies and robust research evidence about what works in teaching reading. This paper notes a historical trend in government policy that has included England's Department for Education strengthening its control of the curriculum and pedagogy for teaching reading in ways which run contrary to many of Meek Spencer’s arguments. The paper examines the use of statutory assessment, particularly a Phonics Screening Check, its influence on pedagogy and links with the politics of reading. We conclude that policy needs to be reformed to better reflect robust research evidence.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"16 1","pages":"247 - 260"},"PeriodicalIF":0.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87284802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/04250494.2022.2094759
A. Goodwyn
ABSTRACT This article reviews Margaret Meek Spencer’s body of work in relation to the various policies that she critiqued from the Bullock Report in 1974 to the National Literacy Strategy in 2004. She analysed increasingly conservative moves to promote a dominant, elitist version of school literacy. A Critical Realist perspective aligns with Margaret Meek Spencer’s view of a highly structuring political movement to maintain a model of merely functional literacy. She focused on the agentive, engaged reader from birth and some of the intellectual and societal structures that hampered the development of authentic, independent readers. Several of her major themes are reviewed, including her rich and complex view of literacy and its relationship to literary competence, a personal growth view that emphasised the centrality of children’s literature and finally her emphasis on the role of reading in fostering human dignity and self-esteem.
{"title":"Only disconnect: rereading Margaret Meek Spencer – of policies and practices","authors":"A. Goodwyn","doi":"10.1080/04250494.2022.2094759","DOIUrl":"https://doi.org/10.1080/04250494.2022.2094759","url":null,"abstract":"ABSTRACT This article reviews Margaret Meek Spencer’s body of work in relation to the various policies that she critiqued from the Bullock Report in 1974 to the National Literacy Strategy in 2004. She analysed increasingly conservative moves to promote a dominant, elitist version of school literacy. A Critical Realist perspective aligns with Margaret Meek Spencer’s view of a highly structuring political movement to maintain a model of merely functional literacy. She focused on the agentive, engaged reader from birth and some of the intellectual and societal structures that hampered the development of authentic, independent readers. Several of her major themes are reviewed, including her rich and complex view of literacy and its relationship to literary competence, a personal growth view that emphasised the centrality of children’s literature and finally her emphasis on the role of reading in fostering human dignity and self-esteem.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"19 1","pages":"261 - 272"},"PeriodicalIF":0.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80041159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/04250494.2022.2095816
J. Graham, Colin Mills
{"title":"Margaret Meek Spencer: taking her work on","authors":"J. Graham, Colin Mills","doi":"10.1080/04250494.2022.2095816","DOIUrl":"https://doi.org/10.1080/04250494.2022.2095816","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":"54 11 1","pages":"205 - 208"},"PeriodicalIF":0.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78321868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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