A reflective analysis of the implementation of the National Literary [i.e. Literacy] and Numeracy Strategies in England's schools

Pollock, Katina E. (2001) A reflective analysis of the implementation of the National Literary [i.e. Literacy] and Numeracy Strategies in England's schools. Masters thesis, Memorial University of Newfoundland.

[img] [English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.

Download (11Mb)
  • [img] [English] PDF - Accepted Version
    Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
    (Original Version)

Abstract

This report focuses on large-scale, standards-based educational reform through a reflective analysis of the implementation of the National Literacy and Numeracy Strategies (NLNS) in England's schools. The framework employed during this inquiry was adopted from the external evaluation of the NLNS conducted by the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). Data collection occurred over a ten-week research internship which consisted of school visitations, interviews with individuals from various aspects of the English educational system, and document analysis. Data analysis was conducted from an Atlantic Canada teacher perspective where reflections were compared to the teaching experience found in both Newfoundland and Nova Scotia. -- In conclusion, teachers are the delivers of educational reform. The English Government must not only acknowledge the unique teacher needs generated from standards-based educational reform but provide professional development and support. -- In addition, England's educational reform allows the Atlantic provinces a prime opportunity to learn and gather knowledge to assist with making better, well-informed decisions related to their own future educational directions.

Item Type: Thesis (Masters)
URI: http://research.library.mun.ca/id/eprint/1400
Item ID: 1400
Additional Information: Bibliography: leaves 94-97
Department(s): Education, Faculty of
Date: 2001
Date Type: Submission
Geographic Location: England;
Library of Congress Subject Heading: Educational change--England; Literacy--Government policy--England; Numeracy--Government policy--England;

Actions (login required)

View Item View Item

Downloads

Downloads per month over the past year

View more statistics