Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
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Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020cher education in EnglandFinal Report April 2020Margaret M Clark OBE NEWMAN UNIVERSITYJonathan GlazzardLEEDS BECKETT UNIVERSITYColin Mills MANCHESTER UNIVERSITYSue ReidNEWMAN UNIVERSITYJude SloanNEWMAN UNIVERSITYYour opportunity. Your community. Your university.Independent research into the impact o Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020f the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacher education in EnglandPrefaceiiContrIndependent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
ibutorsivAcknowledgementsVChapter 1- Who determines literacy policies for initial teacher education in England: politicians or professionals?1Chapter Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020involved in literacy courses in initialteacher education institutions in England18Chapter 4The results of the survey into literacy courses in institutions in England providing initial teacher education for primary school teachers21Chapter 5- The findings from interviews of 10 respondents to the surv Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020ey into literacy coursesin institutions in England providing initial teacher education for primary school teachers 32Chapter 6- Outline and summary ofIndependent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions in England delivering Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020ucation in England January 202046Appendix II - The online survey questions49Appendix III - The indicative questions sent to participants in advance of the interviews56Appendix IV - The online survey advertisement58iPrefaceSince 2006 I have published articles, several books, and two edited books with Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020 contributions from leading experts in UK. USA. Australia, the Republic of Ireland and Northern Ireland on literacy, in particular, the place of synthIndependent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
etic phonics in the teaching of early reading. The early articles were brought together in my book Learning to be Literate: Insights front research foIndependent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020e publications, the latest in March 2020. I placed the spotlight on government policy in England backed by Ofsted, which since 2006 has increasingly insisted that in primary schools the early teaching of reading should be ONLY by synthetic phonics. In 2012 the Phonics Screening Check was introduced Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020for all six-year-olds to be retaken in Year 2 by those children who failed to achieve a mark of 32 out of 40. This involved reading aloud words, halfIndependent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
of which were pseudo words. Achieving an increasingly higher percentage pass each year came to dominate early years’ classrooms in England. There was Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-20208 together with Jonathan Glazzard. Sue Reid and John Bayley I undertook an independent enquiry into the views of head teachers, teachers and parents into the Phonics Screening Check. Over this same period government and Ofsted have put increasing pressure on institutions involved in initial teacher Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020education to place emphasis on synthetic phonics in their courses as the only way to teach all children to read. The trainees during their teaching prIndependent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
actice over this same period would be observing in primary schools required to have in place this approach to meet the demands in Ofsted inspections.TIndependent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020 education that synthetic phonics be presented as the way to teach all children to read. Our aim was by an initial survey to investigate the views of the professionals involved in these courses. We had 38 respondents to this survey, and we followed this with interviews of 10 of those who completed t Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020he survey. The team with which I undertook this current independent research, for which we did not seek funding, involved Sue Reid and Jude Sloan fromIndependent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
Newman University. Jonathan Glazzard from Leeds Beckett University and Colin Mills from Manchester University (see the following section for our credIndependent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020t on a Newman University website where the report can be read and downloaded. We will also place any relevant articles on this site.In Learning to be Literate: Insights from research for policy and practice, (Clark. 2016) Part IV you will find an edited version of my articles on that topic up to 201 Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-20205.In a Special Issue of the Education Journal in 2019 Issue 379 ‘Literacy policy, synthetic phonics and the Phonics Screening Check’ my key articles fIndependent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020
rom that journal are republished.iiThe two edited books are:Clark. M.M, (cd.) (2017) Reading the Evidence: Synthetic phonics and literacy learning. BiIndependent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teac Independent-Research-into-the-impact-of-the-systematic-synthetic-phonics-government-policy-April-2020n.Independent research into the impact of the systematic synthetic phonics government policy on literacy courses at institutions delivering initial teacGọi ngay
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