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Policy and research: Lessons from the Clackmannanshire Synthetic Phonics Initiative

University of Strathclyde, Scotland, sue.ellis{at}strath.ac.uk

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.

Key Words: Clackmannanshire • curriculum policy • early intervention • literacy • staff development • synthetic phonics

References

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Journal of Early Childhood Literacy, Vol. 7, No. 3, 281-297 (2007)
DOI: 10.1177/1468798407083660


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ellis, S. Search for Related Content Social Bookmarking                         What's this?