No description available.

No description available.

Within this study, I look at the rationale for, and the resulting effects of, setting for teaching literacy under the National Literacy Strategy (NLS). The study starts with my own experiences as a teacher and culminates in my role as a Research Associate at Newcastle University. There is, therefore, a crossover from micro to macro scale data collection, with the latter completed as part of a national funded research project. The key issues within this study are setting, inclusion and the NLS recommendations for teaching literacy, and these I relate to the debate about „progressive‟ and „traditional‟ teaching methods which have dominated education policy since 1870. A mixed method approach is used to investigate the incidence of setting for literacy, the rationale for its implementation and its impact in the classroom. Although the literature and the majority of the evidence from this study do not support its use, the incidence of setting was found to be high, with the likelihood of implementation linked to the demographic make up of the school roll. Teachers were found to rationalise the move to setting by identifying issues resulting from the increase in whole class teaching in the Literacy Hour, particularly to a diverse range of abilities and the target driven nature of the literacy curriculum. However, the analysis reveals little evidence to support the move towards ability grouping: the impact on patterns of interaction and the effect on value added reading scores show setting to be detrimental, especially to pupils with Special Educational Needs (SEN). Pupil attitudes are also shown to take a more negative turn when setting is implemented, although the trends within this aspect of the study are more complex and point to some interesting findings which need further research.

This thesis is the result of an investigation into the use of the learning mentor support mechanism in primary schools in England. Learning mentoring is designed to reduce barriers to learning in individual children. This research was devised to enhance current knowledge of the learning mentor process and practices, and the impact of mentoring programmes on pupils. The research approach was qualitative, involving six case studies of children being mentored in three schools. The research design included part-structured interviews with: the child; his/her mentor; class teacher and parent. Interviews were undertaken before and after the execution of learning mentor programmes. Additional data were generated by direct observation of the interaction of learning mentors and mentees, and documentary evidence was examined. Each case study was analysed and cross-case and cross-setting analyses undertaken. Improvement for the participant mentees related to social, emotional and behavioural factors. The learning mentor role was not always clearly defined but reflected the culture of each school, the personal characteristics of each mentor and the relationships within each mentor/mentee pair. Mentoring programmes were unique to each mentee’s needs. Impact was slow in all six cases and was facilitated or hindered by: relationships; time; the mentor undertaking multiple roles; and the expectations of the wider school staff. The significance of my analysis stresses the importance of the triangle of influence of the child/school/parent in aiding a child in school. Aspects of mentoring which could be more closely attended to by schools in order to provide best learning mentoring practice were: mentors identifying strategies; the mixing of curriculum with social/emotional/behavioural targets; liaison with families; communication with the wider school staff; and the involvement of mentees in their own mentoring goals. Mentoring styles centred on the mentor, curriculum or the mentee and related to the leadership styles identified in the schools.