Moderation and the primary school context
Adams, Paul and Anderson, Jemima (2019) Moderation and the primary school context. Education 3-13, 47 (1). pp. 1-17. ISSN 0300-4279 (https://doi.org/10.1080/03004279.2017.1382547)
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Abstract
This study presents an examination of the enactment of moderation in a Scottish primary school. The study investigated how an individual school made sense of moderation. Documentary evidence was gathered providing an in-depth understanding of both moderation and the wider context of the school. Audio recordings of three moderation meetings provided data on moderation enactment. Unstructured, semi-structured and focus group interviews captured the views of all participants involved in moderation. Moderation was viewed positively, understood as a social process enhancing collegiality and curriculum improvement. Finally, a typology for moderation is proposed.
ORCID iDs
Adams, Paul ORCID: https://orcid.org/0000-0001-8527-9212 and Anderson, Jemima;-
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Item type: Article ID code: 61869 Dates: DateEvent31 January 2019Published3 October 2017Published Online15 September 2017AcceptedSubjects: Education > Theory and practice of education > Primary Education Department: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education Depositing user: Pure Administrator Date deposited: 29 Sep 2017 15:25 Last modified: 12 Oct 2024 00:24 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/61869