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Initial Project Summary
People
Prof. Terezinha Nunes (Oxford Brookes University)
Prof. Peter Bryant (Oxford University)
Dr. Jane Hurry (Institute of Education, University of London)
Learning involves a mix of conscious and subconscious processes;
people handle language and calculation without always being able
to explain how. This project aims to improve the learning of literacy
and numeracy in primary schools through understanding how implicit
and explicit knowledge is used by pupils and teachers. It will provide
important evidence for raising attainment through national literacy
and numeracy strategies.
The research will compare the effectiveness of implicit and explicit
teaching for developing literacy and numeracy skills in an experimental
situation. It will test whether the children can use these skills
to handle problems and assess their awareness of their knowledge.
It will then examine whether the best teaching methods remain effective
when children work in groups. Finally, teachers will transform these
methods into classroom activities and assess their efficacy.
The project will also investigate with teachers whether they are
more effective if their own knowledge is explicit rather than implicit.
First, it will evaluate the connection between teachers' explicit
knowledge, their teaching methods and pupils' performance. Secondly,
teachers will be supported in developing their explicit knowledge
and any consequent changes in their teaching monitored. The project
will then examine different models of teacher training and their
impact on children's learning.
There will be an on-line INSET programme about results of the
study. Teachers will play a strong role in communicating results
through a website, seminars and the creation of a virtual learning
community. |
