An outline is given of educational policies concerned with literacy and of the teacher effectiveness and school effectiveness knowledge bases that are now central in educational discourse and which provide a specific ‘technology’ of practices associated with the development of literacy. It is argued that research findings concerning the ‘context specificity’ of effective school practices, concerning the importance of the classroom level and concerning the difficulties of getting knowledge to ‘root’ in schools all suggest a somewhat different orientation may be needed within the present range of educational policies concerned with literacy if they are to be effective.
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David Reynolds (1998) studied this question.