Article published in:
Trust and Discourse: Organizational perspectives
Edited by Katja Pelsmaekers, Geert Jacobs and Craig Rollo
[Discourse Approaches to Politics, Society and Culture 56] 2014
► pp. 7194
References

References

Author 2007; 2010; 2012; 2013
Appleby, Y. & D. Barton
(2008) Responding to People’s Lives.  Leicester: NIACEGoogle Scholar
Balatti, J., S. Black & I. Falk
(2006) Reframing adult literacy and numeracy course outcomes: A social capital perspective, National Centre for Vocational Education Research (NCVER). Adelaide, Australia.Google Scholar
Bamberger, W.
(2010)  Interpersonal Trust – Attempt of a Definition , Technische Universität München http://​www​.ldv​.ei​.tum​.de​/forschung​/fidens​/interpersonal​-trust/ (18 February 2012)Google Scholar
Barwell, R.
(2003) Patterns Of Attention In The Interaction Of A Primary School Mathematics Student With English As An Additional Language, Educational Studies in Mathematics 53 pp. 35–59. CrossrefGoogle Scholar
Baxter, M., E. Leddy, E. Richards, A. Tomlin, T. Wresniwiro & D. Coben
(2006) Measurement wasn't taught when they built the pyramids - was it? London: NRDCGoogle Scholar
Benn, R.
(1997) Adults Count Too. Leicester: NIACEGoogle Scholar
Benseman, J., A. Sutton & J. Lander
(2005) Working In The Light Of Evidence, As Well As Aspiration: A Literature Review Of The Best Available Evidence About Effective Adult Literacy, Numeracy And Language Teaching. Auckland, New Zealand: Tertiary Education Learning Outcomes Policy Group, Ministry of EducationGoogle Scholar
BIS
2011New Challenges, New Chances. Further Education and Skills System Reform Plan: Building a World Class Skills System, London: Department for Business, Innovation and SkillsGoogle Scholar
Bucholtz, M.
(1999) “Why be normal?”: Language and identity practices in a community of nerd girls, Language in Society 28, 203–223.Google Scholar
Cara, O., J. Litster, J. Swain & J. Vorhaus
(2008) The Teacher Study: The impact of the Skills for Life strategy on teachers, Summary Report London: NRDC.Google Scholar
Carpentieri, J.
(2008) Teachers and targets: a tale of knights and knaves? Reflect12, 27-29Google Scholar
Christie, F.
(2002) Classroom Discourse Analysis: A functional perspective London: ContinuumGoogle Scholar
Coffield, F., S. Edward, I. Finlay, A. Hodgson, K. Spours, R. Steer & M. Gregson
(2007) How policy impacts on practice and how practice does not impact on policy, British Educational Research Journal, 33(5), 723 - 741 CrossrefGoogle Scholar
DfES
2001Delivering skills for life: the national strategy for improving adult literacy and numeracy skills London: Department for Education and SkillsGoogle Scholar
Dowling, P.
(1998) The Sociology of Mathematics Education: mathematical myths/pedagogic texts. London: Falmer Press.Google Scholar
Dunne, L., G. Goddard & C. Woolhouse
(2008) Teaching assistants' perceptions of their professional role and their experiences of doing a Foundation Degree, Improving Schools 11, 239-249 CrossrefGoogle Scholar
Dynel, M.
(2010) Friend or foe? Chandler's humour from the metarecipient’s perspective, in Iwona Witczak-Plisiecka (Ed) Pragmatic Perspectives on Language and Linguistics. Vol. II: Pragmatics of Semantically Restricted Domains. Newcastle: Cambridge Scholars Publishing.Google Scholar
Ecclestone, K.
(1999) Care or Control?: Defining Learners' Needs for Lifelong Learning, British Journal of Educational Studies 47(4) CrossrefGoogle Scholar
Freire, P.
(1972) Pedagogy of the Oppressed Harmondsworth: Penguin (page numbers refer to 20th anniversary edition)Google Scholar
Fukuyama, F.
(1996) Trust: the social virtues and the creation of prosperity,Harmondsworth: PenguinGoogle Scholar
Garfinkel, H.
(1963) Conception of, and Experiments with, “Trust” as a Condition of Stable Concerted Action in O.J. Harvey, Motivation and Social Interaction. New York; Rowald Press 187–238.Google Scholar
Giroux, H.
(1988) Teachers as intellectuals: Toward a critical pedagogy of learning. Granby, MA: Bergin & GarveyGoogle Scholar
Gregson, M., L. Nixon, F. Coffield & S. Edward
(2005) Learning the ‘lingo’: the social construction of pedagogy in the learning, teaching and assessment of adult literacy in the North east of England, paper presented at the British Educational Research Association Annual Conference, Glamorgan, September.
Halliday, M.A.K.
(1985) An Introduction to Functional Grammar London: Hodder ArnoldGoogle Scholar
(1994) Language as Social Semiotic, in J. Maybin (Ed) Language and literacy in social practice. Clevedon: Multilingual Matters/The Open University Press. pp. 23-34Google Scholar
Hamilton, M. & Y. Hillier
(2006) Changing Faces of Adult Literacy, Language and Numeracy: A Critical History Stoke-on-Trent : TrenthamGoogle Scholar
Hardin, R.
(2004) Distrust. New York: Russell Sage FoundationGoogle Scholar
Henry, L.
(2003) Measurement 2 Sheffield: Skillsheet BooksGoogle Scholar
Hoggart, R.
(1957) The Uses of Literacy Harmondsworth: PenguinGoogle Scholar
Ivanič, R., Y. Appleby, R. Hodge, K. Tusting & D. Barton
(2006) Linking learning and everyday life: a social perspective on adult language, literacy and numeracy classes London: NRDCGoogle Scholar
Ivanič, R. & M.L. Tseng
(2005) Understanding the relationships between learning and teaching: an analysis of the contribution of applied linguistics, London: NRDCGoogle Scholar
Kramer, R.
(1999) Trust and distrust in organizations: emerging perspectives, enduring questions, Annual Review of Psychology, 50, 569-598 CrossrefGoogle Scholar
Labov, W.
(1972) Sociolinguistic Patterns Philadelphia, PA: University of Pennsylvania PressGoogle Scholar
Luhmann, N.
(1979) Trust and Power Chichester: John Wiley and SonsGoogle Scholar
Luke, A.
(1995) Text and Discourse in Education: an introduction to critical discourse analysis, Review of Research in Education, 21, 3-48.Google Scholar
Maybin, J.
(2007) Literacy Under and Over the Desk: Oppositions and Heterogeneity, Language And Education 21(6), 515-530 CrossrefGoogle Scholar
Move-On.
2008Key Skills Application Of Number Adult Numeracy Level 2 Test L Mark Scheme, Coventry: LSIS/Move-OnGoogle Scholar
Oughton, H.
(2013) ‘Miss Moneybags Here’: Meaning and materials in mathematical learning. Paper presented at ALM-20, July 2013, University of South Wales, Newport
(2012) ‘Or are we going to do it a bit different?’ Conformative and disruptive discourse in Skills for Life classrooms, Studies in the Education of Adults, 44 (2) pp. 204-224Google Scholar
(2007) ‘Constructing the “Ideal Learner”: A Critical Discourse Analysis of the Adult Numeracy Core CurriculumResearch in Post-Compulsory Education 12 (2) pp. 259-275. CrossrefGoogle Scholar
Papen, U.
(2005) Adult Literacy as Social Practice: More than Skills (New Approaches to Adult Language, Literacy and Numeracy). Oxford: Routledge. CrossrefGoogle Scholar
Putnam, D.
(2000) Bowling alone: The collapse and revival of American community, Simon & Schuster, New York.Google Scholar
QCA
2004Basic/key skills test, Adult numeracy/application of number, Level 1 Test specification London: Qualifications and Curriculum Authority.Google Scholar
Rampton, B., K. Tusting, J. Maybin, R. Barwell, A. Creese & V. Lytra
(2004) UK Linguistic Ethnography: A discussion paper. www​.ling​-ethnog​.org​.uk​/documents​/papers​/ramptonetal2004​.pdf (26 November 2011)
Rawls, A.W.
(2008) Harold Garfinkel, Ethnomethodology and Workplace Studies, Organization Studies 29(5), 701-732 CrossrefGoogle Scholar
Rhys Warner, J. & J. Vorhaus
(Eds) (2008) The Learner Study: The impact of the Skills for Life strategy on adult literacy, language and numeracy learners. Summary Report London: NRDCGoogle Scholar
Stoneman, P.
(2008) This Thing Called Trust: Civic Society in Britain, Basingstoke: Palgrave Macmillan CrossrefGoogle Scholar
Tett L. & J. Crowther
(2009)  Learning and identity in literacy programs Paper presented at the 52nd Annual Adult Education Research Conference, Toronto, Canada 10-12 June 2011
Tett, L. & K. Maclachlan
(2007) Adult literacy and numeracy, social capital, learner identities and self–confidence, Studies in the Education of Adults 39 (20) 150-167Google Scholar
Tett, L., S. Hall, K. Maclachlan, G. Thorpe, V. Edwards & L. Garside
(2006) Evaluation of the Scottish Adult Literacy and Numeracy (ALN. Strategy, Scottish Executive Social ResearchGoogle Scholar
Tusting, K.
(2009) “I am not a ‘good’ teacher; I don’t do all their paperwork”: Teacher resistance to accountability demands in the English Skills for Life strategy, Literacy and Numeracy Studies 17(3)Google Scholar
Watson, R.
(2009) "Constitutive Practices and Garfinkel's Notion of Trust: Revisited." Journal of Classical Sociology 9(4), 475-499. CrossrefGoogle Scholar
Wolcott, H.
(1994) Transforming Qualitative Data: Description, Analysis and Interpretation. London: Sage.Google Scholar