Kimberly Safford | The Open University (original) (raw)
Papers by Kimberly Safford
English is a core subject of the National Curriculum and English is also the 'language of sc... more English is a core subject of the National Curriculum and English is also the 'language of schooling ' eg the oral and written medium of instruction for the whole curriculum. ‘English across the curriculum ’ conceptualises pupils applying their knowledge of speaking, listening, reading and writing to other areas of subject knowledge. The subject of English is highly politicised and contested. No other curriculum area undergoes such continuous scrutiny and revision as can be seen from the current debate around approaches to reading instruction. English as an Additional Language is, in contrast, a ‘diffuse ’ curriculum area (Leung 2001) which is not articulated as a distinct subject or a controversial domain of learning although, like English, EAL crosses all curriculum subjects. Pupils learning EAL apply their developing knowledge of English as well as their other languages in all subject areas. There is sometimes a tendency to assume that learning an additional language acr...
The research elicits parents’ views of what constitutes a creative curriculum and parents’ respon... more The research elicits parents’ views of what constitutes a creative curriculum and parents’ responses to the creative schools agenda, and draws upon extensive findings from questionnaire and interview data. When children are engaged in short- or long-term creative projects they extensively describe these experiences at home and these home discussions appear to influence parents in a number of ways. Some parents feel they understand more about what their children are learning in school, and they begin to develop perspectives on their children as learners and on what constitutes learning in and out of school. Children’s enthusiasm for creative projects also causes some parents to become critical of the core curriculum, and they perceive creative programmes as offering alternative long-term benefits which positively influence children’s aspirations as well as their learning. In terms of their involvement in the school itself, creative programmes offer low-risk invitations which encourag...
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh... more The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 F...
Published pesentation to international symposium on the nature of pupil, teacher and artist talk ... more Published pesentation to international symposium on the nature of pupil, teacher and artist talk and language in school-based creative arts projects. The activities in such projects, and the workshop atmosphere they generate, open up opportunities for discussion where pupils’ talk is authentic and wide-ranging, encompassing personal, social, imaginary and real-world themes. Pupils’ talk is focused on the external work itself, techniques and methods, and also on internal, imaginary worlds which become visually manifested. The development of relationships within communities of professional practice also feature strongly in this collaborative discourse. See also: Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494
Action research by teachers and artists provide a window on creative projects at work in classroo... more Action research by teachers and artists provide a window on creative projects at work in classrooms from the Nursery to year 6, demonstrating how creative approaches to learning enhance pupils’ reading, writing, speaking and listening and how partnerships play a key role in teachers’ professional development. Contributions feature pupils’ own work and voices as well as reflections from practitioners. See also: Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494 Safford, K. and Barrs, M. (2005) Many routes to meaning: children’s language and literacy development in creative arts work London: CLPE/Creative Partnerships ISBN 1872267459
Taking as its starting point the Rose Review’s endorsement of ‘a language-rich curriculum’ the ar... more Taking as its starting point the Rose Review’s endorsement of ‘a language-rich curriculum’ the article discusses the value of talk as a learning medium, examining types of talk, the work of Douglas Barnes and Neil Mercer, and practical classroom activities.
Given the narrow scope of primary teachers’ knowledge and use of children’s literature identified... more Given the narrow scope of primary teachers’ knowledge and use of children’s literature identified in Phase I of Teachers as Readers (2006-7), the core goal of the Phase II project, was to improve teachers’ knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year long project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities in England, also sought to build new relationships with parents and families and to explore the concept of a Reading Teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004). The research design was multi-layered; involving data collection at individual, school and LA levels, and employing a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the research and highlights the challenges encountered and the insights...
The article discusses the new literacy spaces created in two year 6 classrooms where pupils devel... more The article discusses the new literacy spaces created in two year 6 classrooms where pupils developed a range of ‘off the page’ writing about the 2006 World Cup matches in visual journals, on graffiti walls and through an online blog. See also Kelly, A. and Safford, K. (forthcoming) Does teaching complex sentences have to be complicated? Lessons from children’s online writing in Literacy
A cross-site comparative analysis of processes, practices and roles in a wide range of collaborat... more A cross-site comparative analysis of processes, practices and roles in a wide range of collaborative creative arts projects in primary schools and how these influence children’s language and literacy learning. The research defines different models of working and professional practice, explores issues in assessment and progression, and delineates patterns of learning in creative partnership projects. Funded by Creative Partnerships.
What constitutes ‘writing’? More than ever before, it encompasses diverse methods to convey a ran... more What constitutes ‘writing’? More than ever before, it encompasses diverse methods to convey a range of messages. Electronic media have created new audiences and purposes for writing, as emailing, texting, and online social networks and forums flourish alongside traditional channels of written communication. The creation of a piece of writing can involve images and sounds which carry as much meaning as words, making messages distinctive and powerful. The many modes in which children now read, online and visually, will impact on their knowledge and understanding of writing. Just as reading is more than decoding marks on a page, writing is much more than making marks. The Primary National Strategy Framework for Literacy (DfES 2006) acknowledged this when it refered to children ‘Creating and Shaping Texts’ rather than ‘writing’. Furthermore, if we acknowledge the influences of family, language, community, culture and gender as well as digital worlds and multimedia on how children learn ...
Teachers as Readers: Building Communities of Readers was a UKLA project designed to increase chil... more Teachers as Readers: Building Communities of Readers was a UKLA project designed to increase children’s independent reading for pleasure. It achieved this aim by improving teachers’ knowledge and use of children’s literature enabling them to build stronger relationships with families and librarians, so becoming Reading Teachers: teachers who read and readers who teach in the process. The materials provide surveys, questionnaires and advice to support professional development aimed at to extending teachers’ knowledge and love of children’s literature, and enabling them to expand their conceptions of what it means to be a reader in the 21st century. It also supports teachers in enriching their classroom practice, enabling them to build new networks and relationships and increase children’s motivation, enthusiasm and pleasure in reading.
Reading for pleasure urgently requires a higher profile to raise attainment and increase children... more Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: •a shared concept of what it means to be a reader in the 21st century; •con...
Based on Pennac’s manifesto, the article discusses the meaning of inclusion in the learning and t... more Based on Pennac’s manifesto, the article discusses the meaning of inclusion in the learning and teaching of reading for pupils ages 9-11, an age phase where the demands of the Key Stage 2 literacy curriculum increase and pupils become alert to their status as readers within a classroom. Texts and teaching approaches are explored in the context of inclusive practice. See also: Safford K., O’Sullivan. O. and Barrs. M.(2004) Boys on the Margin: promoting boys’ literacy learning at Key Stage 2 London: CLPE ISBN 1872267-40-8
Review of: Ferster, B. (2016) Sage on the Screen: Education, Media and How We Learn. Baltimore: J... more Review of: Ferster, B. (2016) Sage on the Screen: Education, Media and How We Learn. Baltimore: Johns Hopkins University Press. 197 pages. ISBN 13: 978-1-4214-2126-1
... by Kimberly Safford & Myra Barrs ... We would like to thank our colleagues for th... more ... by Kimberly Safford & Myra Barrs ... We would like to thank our colleagues for their advice and support The Steering Committee Henrietta Dombey, University of Brighton Sue Ellis, Centre for Literacy in Primary Education Anton Franks, Institute of Education Margaret Meek Spencer ...
... Item Type: Book Chapter. ISBN: 0-9727507-3-8, 978-0-9727507-3-8. Keywords: Widening Participa... more ... Item Type: Book Chapter. ISBN: 0-9727507-3-8, 978-0-9727507-3-8. Keywords: Widening Participation; EAL and academic literacies; transition to higher education; Academic Unit/Department: Education and Language Studies > Education. ...
This chapter offers a brief overview of the some of the history, methodologies and current direct... more This chapter offers a brief overview of the some of the history, methodologies and current direction of travel in comparative and international education studies. The aim is to provide readers with some background and context to appreciate the different approaches taken by researchers in this book and elsewhere, and to suggest starting points for further study.
Learning and Teaching Around The World
English is a core subject of the National Curriculum and English is also the 'language of sc... more English is a core subject of the National Curriculum and English is also the 'language of schooling ' eg the oral and written medium of instruction for the whole curriculum. ‘English across the curriculum ’ conceptualises pupils applying their knowledge of speaking, listening, reading and writing to other areas of subject knowledge. The subject of English is highly politicised and contested. No other curriculum area undergoes such continuous scrutiny and revision as can be seen from the current debate around approaches to reading instruction. English as an Additional Language is, in contrast, a ‘diffuse ’ curriculum area (Leung 2001) which is not articulated as a distinct subject or a controversial domain of learning although, like English, EAL crosses all curriculum subjects. Pupils learning EAL apply their developing knowledge of English as well as their other languages in all subject areas. There is sometimes a tendency to assume that learning an additional language acr...
The research elicits parents’ views of what constitutes a creative curriculum and parents’ respon... more The research elicits parents’ views of what constitutes a creative curriculum and parents’ responses to the creative schools agenda, and draws upon extensive findings from questionnaire and interview data. When children are engaged in short- or long-term creative projects they extensively describe these experiences at home and these home discussions appear to influence parents in a number of ways. Some parents feel they understand more about what their children are learning in school, and they begin to develop perspectives on their children as learners and on what constitutes learning in and out of school. Children’s enthusiasm for creative projects also causes some parents to become critical of the core curriculum, and they perceive creative programmes as offering alternative long-term benefits which positively influence children’s aspirations as well as their learning. In terms of their involvement in the school itself, creative programmes offer low-risk invitations which encourag...
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh... more The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 F...
Published pesentation to international symposium on the nature of pupil, teacher and artist talk ... more Published pesentation to international symposium on the nature of pupil, teacher and artist talk and language in school-based creative arts projects. The activities in such projects, and the workshop atmosphere they generate, open up opportunities for discussion where pupils’ talk is authentic and wide-ranging, encompassing personal, social, imaginary and real-world themes. Pupils’ talk is focused on the external work itself, techniques and methods, and also on internal, imaginary worlds which become visually manifested. The development of relationships within communities of professional practice also feature strongly in this collaborative discourse. See also: Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494
Action research by teachers and artists provide a window on creative projects at work in classroo... more Action research by teachers and artists provide a window on creative projects at work in classrooms from the Nursery to year 6, demonstrating how creative approaches to learning enhance pupils’ reading, writing, speaking and listening and how partnerships play a key role in teachers’ professional development. Contributions feature pupils’ own work and voices as well as reflections from practitioners. See also: Safford, K. and Barrs, M.(2007) Creating contexts for talk: the influence of school-based creative arts projects on children’s language National Association for the Teaching of English (NATE) English in Education Vol 41 No 2 pp 44-56 ISSN 0425-0494 Safford, K. and Barrs, M. (2005) Many routes to meaning: children’s language and literacy development in creative arts work London: CLPE/Creative Partnerships ISBN 1872267459
Taking as its starting point the Rose Review’s endorsement of ‘a language-rich curriculum’ the ar... more Taking as its starting point the Rose Review’s endorsement of ‘a language-rich curriculum’ the article discusses the value of talk as a learning medium, examining types of talk, the work of Douglas Barnes and Neil Mercer, and practical classroom activities.
Given the narrow scope of primary teachers’ knowledge and use of children’s literature identified... more Given the narrow scope of primary teachers’ knowledge and use of children’s literature identified in Phase I of Teachers as Readers (2006-7), the core goal of the Phase II project, was to improve teachers’ knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year long project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities in England, also sought to build new relationships with parents and families and to explore the concept of a Reading Teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004). The research design was multi-layered; involving data collection at individual, school and LA levels, and employing a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the research and highlights the challenges encountered and the insights...
The article discusses the new literacy spaces created in two year 6 classrooms where pupils devel... more The article discusses the new literacy spaces created in two year 6 classrooms where pupils developed a range of ‘off the page’ writing about the 2006 World Cup matches in visual journals, on graffiti walls and through an online blog. See also Kelly, A. and Safford, K. (forthcoming) Does teaching complex sentences have to be complicated? Lessons from children’s online writing in Literacy
A cross-site comparative analysis of processes, practices and roles in a wide range of collaborat... more A cross-site comparative analysis of processes, practices and roles in a wide range of collaborative creative arts projects in primary schools and how these influence children’s language and literacy learning. The research defines different models of working and professional practice, explores issues in assessment and progression, and delineates patterns of learning in creative partnership projects. Funded by Creative Partnerships.
What constitutes ‘writing’? More than ever before, it encompasses diverse methods to convey a ran... more What constitutes ‘writing’? More than ever before, it encompasses diverse methods to convey a range of messages. Electronic media have created new audiences and purposes for writing, as emailing, texting, and online social networks and forums flourish alongside traditional channels of written communication. The creation of a piece of writing can involve images and sounds which carry as much meaning as words, making messages distinctive and powerful. The many modes in which children now read, online and visually, will impact on their knowledge and understanding of writing. Just as reading is more than decoding marks on a page, writing is much more than making marks. The Primary National Strategy Framework for Literacy (DfES 2006) acknowledged this when it refered to children ‘Creating and Shaping Texts’ rather than ‘writing’. Furthermore, if we acknowledge the influences of family, language, community, culture and gender as well as digital worlds and multimedia on how children learn ...
Teachers as Readers: Building Communities of Readers was a UKLA project designed to increase chil... more Teachers as Readers: Building Communities of Readers was a UKLA project designed to increase children’s independent reading for pleasure. It achieved this aim by improving teachers’ knowledge and use of children’s literature enabling them to build stronger relationships with families and librarians, so becoming Reading Teachers: teachers who read and readers who teach in the process. The materials provide surveys, questionnaires and advice to support professional development aimed at to extending teachers’ knowledge and love of children’s literature, and enabling them to expand their conceptions of what it means to be a reader in the 21st century. It also supports teachers in enriching their classroom practice, enabling them to build new networks and relationships and increase children’s motivation, enthusiasm and pleasure in reading.
Reading for pleasure urgently requires a higher profile to raise attainment and increase children... more Reading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: •a shared concept of what it means to be a reader in the 21st century; •con...
Based on Pennac’s manifesto, the article discusses the meaning of inclusion in the learning and t... more Based on Pennac’s manifesto, the article discusses the meaning of inclusion in the learning and teaching of reading for pupils ages 9-11, an age phase where the demands of the Key Stage 2 literacy curriculum increase and pupils become alert to their status as readers within a classroom. Texts and teaching approaches are explored in the context of inclusive practice. See also: Safford K., O’Sullivan. O. and Barrs. M.(2004) Boys on the Margin: promoting boys’ literacy learning at Key Stage 2 London: CLPE ISBN 1872267-40-8
Review of: Ferster, B. (2016) Sage on the Screen: Education, Media and How We Learn. Baltimore: J... more Review of: Ferster, B. (2016) Sage on the Screen: Education, Media and How We Learn. Baltimore: Johns Hopkins University Press. 197 pages. ISBN 13: 978-1-4214-2126-1
... by Kimberly Safford & Myra Barrs ... We would like to thank our colleagues for th... more ... by Kimberly Safford & Myra Barrs ... We would like to thank our colleagues for their advice and support The Steering Committee Henrietta Dombey, University of Brighton Sue Ellis, Centre for Literacy in Primary Education Anton Franks, Institute of Education Margaret Meek Spencer ...
... Item Type: Book Chapter. ISBN: 0-9727507-3-8, 978-0-9727507-3-8. Keywords: Widening Participa... more ... Item Type: Book Chapter. ISBN: 0-9727507-3-8, 978-0-9727507-3-8. Keywords: Widening Participation; EAL and academic literacies; transition to higher education; Academic Unit/Department: Education and Language Studies > Education. ...
This chapter offers a brief overview of the some of the history, methodologies and current direct... more This chapter offers a brief overview of the some of the history, methodologies and current direction of travel in comparative and international education studies. The aim is to provide readers with some background and context to appreciate the different approaches taken by researchers in this book and elsewhere, and to suggest starting points for further study.
Learning and Teaching Around The World