Hancock, Roger and Mansfield, M.
|Google Scholar:||Look up in Google Scholar|
Despite a professional rhetoric about the importance of consulting children, there is reason to think that many teachers continue to disregard children's views in their dayto-day practice. The Literacy Hour, with its detailed content and prescribed pedagogic structure, leaves teachers, teaching assistants and children very little room for comment or change. This article reports on a small-scale interview study involving 48 children. The study aimed to understand children's experiences of the Literacy Hour. It is suggested that their comments should serve to inform professional practice. They raise important considerations related to teaching and learning and also provide reasons for questioning if the hour is as complete an answer to literacy teaching as it is claimed to be.
|Item Type:||Journal Article|
|Keywords:||literacy hour; children's rights; pupil consultations; teaching literacy; teacher-pupil collaboration; teaching assistants|
|Academic Unit/Department:||Education and Language Studies > Education|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 12 not found.|
|Date Deposited:||24 May 2006|
|Last Modified:||02 Dec 2010 19:44|
|Share this page:|