ABSTRACT
This chapter argues that before centralised curricula changes, such as the national literacy strategy (NLS), are imposed on state schools there needs to be rigorous, systematic and independent research of such policy initiatives. It illustrates the author argument by critically reviewing the research evidence that has been made available to support the introduction of the NLS and, building on author's research, suggest ways in which educational researchers can join with policymakers to provide sound, relevant and intelligible research. The focus on curriculum content, teaching objectives, lesson structure assessment in the NLS seems to have pushed pedagogy further into the background of teachers' professional concerns. The evidence of powerful continuities in teacher-pupil discourse discussed above tends to support the view that initiatives like the NLS are probably a weaker influence than factors specific to the teacher, the classroom and the professional culture.
