Gemma Moss

UCL Institute of Education, CeCeps, Department Member

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Gemma Moss is an ethnographer and sociologist of education. She has particular interests in literacy as a social practice, gender and literacy, literacy policy and theories of change
Address: United Kingdom

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Aristotle University of Thessaloniki

Sam Rocha

University of British Columbia

Donna H Ziegenfuss

University of Utah

David Seamon

Kansas State University

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Wesleyan University

Andrew W Wilkins

Goldsmiths, University of London

Dawn Bennett

Bond University

Zsuzsa Millei

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Rita Faria

Universidade do Porto

RIMPLE MEHTA

Western Sydney University

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Papers by Gemma Moss

Learning through disruption 4: building a more resilient education system post-COVID

Primary teachers' experience of the COVID-19 lockdown – Eight key messages for policymakers going forward

This report is based on a survey of 1,653 primary teachers in state schools in England. The surve... more This report is based on a survey of 1,653 primary teachers in state schools in England. The survey was conducted by Teacher Tapp during May half-term 2020, just before schools started re-opening. It forms part of the ESRC-funded project “A Duty of Care and a Duty to Teach: educational priorities during the Covid-19 crisis”, based at the International Literacy Centre, UCL Institute of Education and led by Professor Gemma Moss. This research is exploring how primary teachers in England have prioritised their responsibilities towards families and children under the unusual circumstances that Covid-19 has created for schools. This report is designed to contribute to public debate on what should happen next in education. The survey asked teachers to reflect back on their priorities during the period of lockdown from mid-March to late-May. During that time, primary schools were only open to children in key worker families or vulnerable children, providing a limited amount of face-to-face contact time for many staff. Indeed much of primary teachers’ work was focused on supporting children at home, either with their learning or with their general health and well-being. Many teachers were particularly anxious about vulnerable children not in school and staying in touch with them. We often think of a duty of care and a duty to teach as two separate elements in each teacher’s work, yet a single conversation or action can fulfil both roles at once. The survey questions were designed to explore how teachers managed both dimensions in responding to the needs of the families and pupils that form part of their local community during this time. We wanted to know where they thought the main priorities lay; and whether and if these unusual circumstances had led them to think more broadly about the role schools play in their local communities and how this can be more fully recognised going forward.

Learning through disruption 1: why school plans for recovery from COVID must be locally led

Learning through Disruption: Using schools' experiences of Covid to build a more resilient education system

UCL Institute of Education: London, UK., Oct 7, 2021

Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems

Education Policy Analysis Archives, Sep 6, 2022

Researching the prospects for change that COVID disruption has brought to high stakes testing and... more

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Responding to COVID-19, Briefing Note 2: Learning after lockdown

UCL Institute of Education: London, UK., Oct 6, 2020

Written evidence submitted by the International Literacy Centre, UCL, Institute of Education to the Education Select Committee Inquiry into the impact of COVID-19 on education and children’s services, July 2020

A response to Thrupp (2018): The Search for Better Educational Standards. A Cautionary Tale

Policy Futures in Education, 2018

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Ethnographic Research in Teaching and Learning the English Language Arts

Co-Sponsored by the International Reading Association and the National Council of Teachers of English, 2013

Pace, interactivity and multimodality in teachers’ design of texts for interactive whiteboards in the secondary school classroom

Learning, Media and Technology, 2007

Teachers making texts for use in the classroom is nothing new, it is an established aspect of ped... more

The Routledge international handbook of English, language and literacy teaching

Cambridge Journal of Education, 2011

ABSTRACT Edited by three authorities in the field, this &quot;Handbook&quot; presents con... more ABSTRACT Edited by three authorities in the field, this &quot;Handbook&quot; presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching. A comprehensive collection, the &quot;Handbook&quot; focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents. The authors address many key issues including: (1) why pupil motivation is so important; (2) the evidence for what works in teaching and learning; (3) the place of Information Technology in the twenty-first century; (4) the status of English and other languages; and (5) globalisation and political control of education. This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers&#39; working knowledge in order to engage young people and transform their life chances. Part I, Reading Social and Cultural Influences on Children&#39;s Motivation for Reading, contains the following: (1) Literature for Children; (2) Approaches to Teaching Literature; (3) Reading and Teaching Short Stories, Based on Process Studies and Experimental Research; Comprehension Instruction: Merging Two Historically Antithetical Perspectives; (4) The Genre-Specific Nature of Reading Comprehension; (5) Morphological Knowledge and Learning to Read in English; (6) Phonological Development Across Different Languages; and (7) Interaction and Learning to Read: Towards a Dialogic Approach. Part II, Writing Facilitating Writing Development, contains the following: (8) Writing in the Early Years; (9) The Ontogenesis of Writing in Childhood and Adolescence; (10) Composition Across Levels of Schooling: Cognitive, Textual and Social Dimensions; (11) Rhythm And Blues: Making Textual Music with Grammar and Punctuation; (12) Linguistic Foundations of Spelling Development; and (13) Handwriting and Writing. Part III, Language Orality, Literacy, and Culture: Talk, Text, and Tools in Ideological Contexts, contains the following: (14) Understanding Language Development; (15) Bilingualism and English Language Teaching; Drama-Teaching, Learning, Language and Literacy; and (16) Classroom Discourse: Towards a Dialogic Pedagogy. Part IV, Teaching English, Language and Literacy Critical Approaches to Teaching Language, Reading and Writing, contains the following: (17) Culturally Responsive Teacher Preparation: Learning in Field Experiences for Prospective Literacy Educators; (18) The Text Environment and Learning to Read: Windows and Mirrors; (19) Shaping Literate Lives; (20) The Relationship Between Home And School; (21) Literacy Practices; (22) Gender and the Teaching of English; (23) An Outward, Inward, and School-ward Overview of Interactive Communication; (24) Technologies Across the Literacy Landscape; (25) Multimodality, Literacy and School English; (26) A Very Long Engagement: English and The Moving Image; (27) Reading, Writing and Speaking Poetry; (28) Teaching Shakespeare; (29) Difficulties in Learning Literacy; (30) Classroom Assessment; and (31) Initial Teacher Preparation for Reading Instruction. Part V, English, Language and Literacy Teaching: Countries as Contexts International Comparisons of Literacy--What have they revealed?, contains the following: (32) Globalisation and the International Context for Literacy Policy Reform; (33) A Tale of the Two Special Administrative Regions (SARS) of China--An Overview of English Language Teaching Developments in Hong Kong and Macao; (34) Bilingual Educational Programmes in Indian Schools: Addressing the English Language Needs of the Country; (35) English in Scandinavia--A Success Story? Sub-saharan Africa Recent Federal Education Policy in the United States; (36) English Teaching in Australia and New Zealand; and (37) English in England and Wales: Knowledge and Ownership. Finally, Part VI, contains conclusion recommendations for practice, policy and research

Critical Issues in Designing Mixed Methods Policy Research

American Behavioral Scientist, 2012

This article argues that policy-related research needs to question the assumption that policy que... more This article argues that policy-related research needs to question the assumption that policy questions can be addressed through the use of research methods that examine the issues through one lens only. It proposes that mixed methods research designs work well when they exploit the potential to see different things, and recognize the limits and the potential that each method offers. In this regard it suggests paying particular attention to team composition, organization, and team work. Drawing on two exemplar studies of policy-related research, the article identifies key ingredients in their mixed methods research designs; the equality of status given to the different research approaches used; the importance of tailoring research questions in relation to their own epistemological and methodological assumptions; the importance of distinguishing between different forms of explanation in the process of comparing and presenting quantitative and qualitative data.

Literacy and Pedagogy in Flux

Basil Bernstein, Code Theory, and Education, 2020

To Work or Play? Junior Age Non-fiction as Objects of Design

Literacy (formerly Reading), 2001

This paper examines change and variation in the design of non-fiction texts which have a junior-a... more This paper examines change and variation in the design of non-fiction texts which have a junior-age readership. Using a multimodal analysis, which draws from Kress and Van Leeuwen's work, it argues that different forms of presentation of non-fiction offer different ways of reading non-fiction texts, which as yet are neither fully described nor recognised. Using the contrasts between linear and non-linear design, the paper suggests that non-fiction texts can be more or less firmly orientated towards reading as work or reading as play, contrasts which readers' own choices in different contexts of use make apparent. From this point of view, the eclecticism of the National Literacy Strategy's references to non-fiction texts provides a starting point for renewed exploration of what nonfiction is and how it really works for its readers.

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Children talk text

Changing English, 1994

We hope it is clear from the title of this paper that we are linking reading with talk. What is l... more

Talk about texts: reading as a social event

Journal of Research in Reading, 1993

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Responding to COVID-19, Briefing Note 3: Resetting educational priorities in challenging times

discussion on how to repair the fragilities in the education system that COVID has revealed. Over... more discussion on how to repair the fragilities in the education system that COVID has revealed. Over the length of our research projecti we have seen a gulf open up between government policy announcements and primary schools’ experiences of the crisis on the ground (Bradbury, 2020). Our data show teachers, head teachers and system leaders have not felt listened to by the DfE. Our respondents have expressed little confidence in decisions taken by government or the ways in which these have been communicated. The very different priorities that have emerged during the crisis for government and for teachers have set an agenda for change. This briefing note considers three critical issues: / How the education system recognises the needs of our most disadvantaged communities and funds the schools that work with them / The stresses in our testing and accountability systems that COVID has exacerbated / The need to better support locallyresponsive decision-making at times of crisis

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IOE LibGuides: Literacy Attainment: Historical Resources: Shaping education

Analyzing Texts in the Context of Their Use

Teaching non-fiction by design

Learning through disruption 4: building a more resilient education system post-COVID

Primary teachers' experience of the COVID-19 lockdown – Eight key messages for policymakers going forward

Learning through disruption 1: why school plans for recovery from COVID must be locally led

Learning through Disruption: Using schools' experiences of Covid to build a more resilient education system

UCL Institute of Education: London, UK., Oct 7, 2021

Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems

Education Policy Analysis Archives, Sep 6, 2022

Researching the prospects for change that COVID disruption has brought to high stakes testing and... more

Download

Responding to COVID-19, Briefing Note 2: Learning after lockdown

UCL Institute of Education: London, UK., Oct 6, 2020

A response to Thrupp (2018): The Search for Better Educational Standards. A Cautionary Tale

Policy Futures in Education, 2018

Download

Ethnographic Research in Teaching and Learning the English Language Arts

Co-Sponsored by the International Reading Association and the National Council of Teachers of English, 2013

Pace, interactivity and multimodality in teachers’ design of texts for interactive whiteboards in the secondary school classroom

Learning, Media and Technology, 2007

Teachers making texts for use in the classroom is nothing new, it is an established aspect of ped... more

The Routledge international handbook of English, language and literacy teaching

Cambridge Journal of Education, 2011

Critical Issues in Designing Mixed Methods Policy Research

American Behavioral Scientist, 2012

Literacy and Pedagogy in Flux

Basil Bernstein, Code Theory, and Education, 2020

To Work or Play? Junior Age Non-fiction as Objects of Design

Literacy (formerly Reading), 2001

Download

Children talk text

Changing English, 1994

We hope it is clear from the title of this paper that we are linking reading with talk. What is l... more

Talk about texts: reading as a social event

Journal of Research in Reading, 1993

Download

Responding to COVID-19, Briefing Note 3: Resetting educational priorities in challenging times

Download

IOE LibGuides: Literacy Attainment: Historical Resources: Shaping education

Analyzing Texts in the Context of Their Use

Teaching non-fiction by design

Gemma Moss

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