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 empirical evidence. It highlights how the class of rhetorical traditions creates a theory-practice divide which teachers are not well-placed to negotiate. Recasting educational theory to develop and empirical evidence base to ground the theorization of teachers' classroom work would help promote evidence-informed decisions and about literacy curriculum design and teaching.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:607444 |
| Date | January 2012 |
| Creators | Ellis, Sue |
| Publisher | University of Strathclyde |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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