Fantasy or reality? The use of enterprise in education as an alternative to simulated and imaginery contacts for raising pupil attainment in functional writing

Ross Deuchar

Research output: Contribution to journalArticle

Abstract

Much of the debate surrounding the use of contexts for pupils' writing focuses on the need for purpose, relevance and a sense of audience outwith the immediate classroom environment. This article seeks to explore whether there is any evidence to suggest that the use of enterprise in education may have a greater beneficial effect on the quality of pupils' functional writing than other types of contexts in the primary school. The author reports on the assessment data emerging from a small, exploratory case study of 50 pupils, and the interview data emerging from a wider sample of 130 pupils and their teachers. Although the findings are tentative, the emerging data suggest that some short-term benefits may emerge from enterprise contexts for some children, but that other strategies may result in as much, if not more, benefit to others.
LanguageEnglish
Pages91-104
Number of pages13
JournalEducational Review
Volume57
Issue number1
DOIs
Publication statusPublished - Feb 2005

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pupil
contact
education
primary school
classroom
teacher
interview
evidence

Keywords

  • enterprise
  • education
  • pupil attainment
  • functional writing

Cite this

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