Sue Ellis|Gemma Moss
Ethics, education policy and research: the phonics question reconsidered
University of Strathclyde|University of London
paper argues direct control early years literacy curriculum recently exercised politicians england made boundaries research policy practice increasingly fragile describes policy came focus effort use synthetic phonics programmes early years examines clackmannanshire phonics intervention became study frequently cited justify government policy suggests phonics research agenda could usefully inform teaching argues whilst academics cannot control research eventually used policymakers learned societies strengthen ethics policies set clearer ground rules academic researchers working across knowledge domains policymakers stronger framework guide ethical interpretation research evidence complex education investigations would allow meaningful conversations take place within across research communities research users paper suggests features framework