Teacher knowledge and beliefs about grammar: a case study of an English primary school

Bell, HM (2016) Teacher knowledge and beliefs about grammar: a case study of an English primary school. English in Education, 50 (2). pp. 148-163. ISSN 0425-0494

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Official URL: https://onlinelibrary.wiley.com/doi/full/10.1111/e...

Abstract

This case study of developing teacher attitudes, beliefs and content knowledge at one primary school in the North-West of England deals with the new spelling, punctuation and grammar (SPaG) elements of the National Curriculum, focusing on grammatical terms and concepts. It uses data collected over 10 months from June 2014 to March 2015, including surveys, interviews and comments made during post-observation discussions and during SPaG CPD sessions. The findings suggest that, while much work remains to be done in developing teachers’ knowledge base, attitudes are largely supportive of teaching children grammar terms and concepts.

Item Type:	Article
Peer-reviewed:	Yes
Date Deposited:	16 Jun 2016 14:26
Publisher:	Wiley
Additional Information:	This is an Author Final Copy of a paper accepted for publication in English in Education, published by and copyright Wiley.
Divisions:	Faculties > Health and Education
Subject terms:	Grammar;knowledge;belief;attitude;primary school, Social Sciences, Education & Educational Research, Grammar, knowledge, belief, attitude, primary school, 1302 Curriculum and Pedagogy
URI:	https://e-space.mmu.ac.uk/id/eprint/613342
DOI:	https://doi.org/10.1111/eie.12100
ISSN	0425-0494

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