Learning the 'lingo': the social construction of pedagogy in the teaching, learning and assessment of adult literacy and numeracy in the North East of England

2.50
HDL Handle:
http://hdl.handle.net/2428/48654
Title:
Learning the 'lingo': the social construction of pedagogy in the teaching, learning and assessment of adult literacy and numeracy in the North East of England
Authors:
Gregson, M; Nixon, L; Coffield, F; Edward, S
Publisher:
BERA
Issue Date:
Sep-2005
URI:
http://hdl.handle.net/2428/48654
Additional Links:
http://www.tlrp.org/dspace/handle/123456789/406
Type:
Meetings and Proceedings
Language:
en
Description:
This paper presents an analysis of themes emerging from the first round of visits to 12 learning sites in the North East of England. These were conducted as part of a larger ESRC Teaching and Learning Research Programme (TLRP) project which aimed to evaluate the impact of policy on teaching, learning and assessment in the Learning and Skills sector. Documentary analysis related to Skills for Life (SfL) policy and data from interviews with 10 basic skills practitioners and managers are drawn upon. These were carried out from November 2004-May 2005. In addition, two ‘user affirmation’ seminars in May and July 2005 were used to trace how the SfL educational policy initiative implemented by the Learning and Skills Council (LSC) through their local offices across the UK is impacting upon the teaching, learning and assessment of adult literacy and numeracy. In order to make sense of the large and complex data set emerging from the TLRP project we have taken a multiple perspectives approach to the analysis of educational policy and its impact upon practice. We then apply multiple conceptual frameworks to a single policy case (SfL). The aim of the paper is to show how a unitary perspective has tended to dominate applied policy research and to highlight the advantages and disadvantages of this perspective in the context of SfL practice. We analyse the same case from an alternative perspective to draw attention to the potential of multi-lens approaches to the analysis and evaluation of the impact of policy upon practice. Finally we discuss the implications of our analysis of SfL policy for pedagogy.
Appears in Collections:
LiteracyNumeracy/Mathematics

Full metadata record

DC FieldValueLanguage
dc.contributor.authorGregson, M-
dc.contributor.authorNixon, L-
dc.contributor.authorCoffield, F-
dc.contributor.authorEdward, S-
dc.date.accessioned2009-02-07T17:55:17Z-
dc.date.available2009-02-07T17:55:17Z-
dc.date.issued2005-09-
dc.identifier.urihttp://hdl.handle.net/2428/48654-
dc.descriptionThis paper presents an analysis of themes emerging from the first round of visits to 12 learning sites in the North East of England. These were conducted as part of a larger ESRC Teaching and Learning Research Programme (TLRP) project which aimed to evaluate the impact of policy on teaching, learning and assessment in the Learning and Skills sector. Documentary analysis related to Skills for Life (SfL) policy and data from interviews with 10 basic skills practitioners and managers are drawn upon. These were carried out from November 2004-May 2005. In addition, two ‘user affirmation’ seminars in May and July 2005 were used to trace how the SfL educational policy initiative implemented by the Learning and Skills Council (LSC) through their local offices across the UK is impacting upon the teaching, learning and assessment of adult literacy and numeracy. In order to make sense of the large and complex data set emerging from the TLRP project we have taken a multiple perspectives approach to the analysis of educational policy and its impact upon practice. We then apply multiple conceptual frameworks to a single policy case (SfL). The aim of the paper is to show how a unitary perspective has tended to dominate applied policy research and to highlight the advantages and disadvantages of this perspective in the context of SfL practice. We analyse the same case from an alternative perspective to draw attention to the potential of multi-lens approaches to the analysis and evaluation of the impact of policy upon practice. Finally we discuss the implications of our analysis of SfL policy for pedagogy.en
dc.language.isoenen
dc.publisherBERAen
dc.relation.urlhttp://www.tlrp.org/dspace/handle/123456789/406en
dc.subjectskills for lifeen
dc.subjectnumeracyen
dc.subjectliteracyen
dc.subjectfurther educationen
dc.titleLearning the 'lingo': the social construction of pedagogy in the teaching, learning and assessment of adult literacy and numeracy in the North East of Englanden
dc.typeMeetings and Proceedingsen
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