ABSTRACT
This chapter elaborates on policy developments in England which have considerable implications for relationships between literacy education and research. These include developments linked to: changes in the management of schools and the introduction of high-stakes accountability measures; the diminishing role of academics as sources of expertise and mediators of research in education; and literacy education in primary schools including the National Literacy Strategy, the promotion of phonics and the National Curriculum for English. The chapter also considers the range of individuals and organisations that have emerged to contribute to teachers’ professional development and who, as a result, may play a role in mediating research.
