Policy and research: lessons from the Clackmannanshire synthetic phonics initiative

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.
LanguageEnglish
Pages281-297
Number of pages17
JournalJournal of Early Childhood Literacy
Volume7
Issue number3
DOIs
Publication statusPublished - 1 Dec 2007

Fingerprint

paradigm
literacy
evidence

Keywords

  • Clackmannanshire
  • curriculum policy
  • early intervention
  • literacy
  • staff development
  • synthetic phonics

Cite this

@article{c01daec782c34f30b19319e87ecb21ad,
title = "Policy and research: lessons from the Clackmannanshire synthetic phonics initiative",
abstract = "This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.",
keywords = "Clackmannanshire, curriculum policy, early intervention, literacy, staff development, synthetic phonics",
author = "Sue Ellis",
year = "2007",
month = "12",
day = "1",
doi = "10.1177/1468798407083660",
language = "English",
volume = "7",
pages = "281--297",
journal = "Journal of Early Childhood Literacy",
issn = "1468-7984",
number = "3",

}

Policy and research : lessons from the Clackmannanshire synthetic phonics initiative. / Ellis, Sue.

In: Journal of Early Childhood Literacy, Vol. 7, No. 3, 01.12.2007, p. 281-297.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Policy and research

T2 - Journal of Early Childhood Literacy

AU - Ellis, Sue

PY - 2007/12/1

Y1 - 2007/12/1

N2 - This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.

AB - This article explores why policy makers in England and Scotland responded so differently to the Clackmannanshire study on synthetic phonics. It suggests that a deeper understanding of the national and local policy contexts can explain Scotland's response. Analysis of the wider context of the Clackmannanshire initiative supports Moss and Huxford's (2007) argument that literacy problems cannot be couched within a single paradigm's field of reference, and that policy makers need to consider evidence from different paradigms if they are to make robust decisions.

KW - Clackmannanshire

KW - curriculum policy

KW - early intervention

KW - literacy

KW - staff development

KW - synthetic phonics

U2 - 10.1177/1468798407083660

DO - 10.1177/1468798407083660

M3 - Article

VL - 7

SP - 281

EP - 297

JO - Journal of Early Childhood Literacy

JF - Journal of Early Childhood Literacy

SN - 1468-7984

IS - 3

ER -