A reflective analysis of the implementation of the National Literary [i.e. Literacy] and Numeracy Strategies in England's schools
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 NLN...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
2001
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| Online Access: | https://research.library.mun.ca/1400/ https://research.library.mun.ca/1400/1/Pollock_KatinaE.pdf https://research.library.mun.ca/1400/3/Pollock_KatinaE.pdf |
| Summary: | 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. |
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