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The Role of Awareness in Teaching and Learning of Literacy and Numeracy in Key Stage 2

Grant reference: L139251015

Journal article details

Title Transforming research on morphology into teacher practice

Description Transforming research evidence into teacher practice is difficult. Indeed it has been argued that educational research is not very useful to teachers. In this paper, the authors explore teacher knowledge about a relatively new area of research concerning the role morphemes play in spelling, and seek to transform their practice. Then, the authors finding is that although reference to morphology is beginning to be made in English policy documents, teachers make limited use of morphology in their practice. After attending a course on the role of morphemes in spelling, teachers' own awareness of morphology increased and this was reflected in their practice. This in turn caused their pupils to make significant gains in spelling, compared to a control group. Thus, this reinforces the proposition that explicit instruction about morphemes is helpful to children's learning. It demonstrates the fact that research can be transformed into teacher practice, but it also illustrates the difficulties. Policy documentation alone is insufficient. Professional development can produce change but this may be hard to sustain. Children's gains are contingent on teachers continuing to dedicate class time to focused intervention.

Url http://dx.doi.org/10.1080/02671520500078291

Url Description Original Document

DOI 10.1080/02671520500078291

Language English

Primary contributor

Author Jane Hurry

Additional contributors

Co-author Terezinha Nunes

Co-author Peter Bryant

Co-author Ursula Pretzlik

Co-author Mary Parker

Co-author Tamsin Curno

Co-author Lucinda Midgley

Additional details

Volume number 20

Issue number 2

Is this item peer reviewed (refereed)? Yes

ISSN 0267-1522

Publisher Routledge, Taylor & Francis Group

Date of publication 01 June 2005

Page reference 187-206

Place of publication Abingdon

Is this item a pre-print or post-print? Post-print

Title of journal Research papers in education

Cite this outcome

Citation Style:

Harvard

Hurry, Jane et al (2005) Transforming research on morphology into teacher practice. Research papers in education. 20 (2), pp. 187-206 Abingdon: Routledge, Taylor & Francis Group.

Vancouver

Hurry Jane et al. Transforming research on morphology into teacher practice. Research papers in education 2005; 20 (2): 187-206.