Moderation and the Primary School Context

Autor/inn/en	Adams, Paul; Anderson, Jemima
Titel	Moderation and the Primary School Context
Quelle	In: Education 3-13, 47 (2019) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2017.1382547
Schlagwörter	Foreign Countries; Elementary School Students; Case Studies; Elementary Schools; Curriculum Development; Accountability; Educational Change; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Verantwortung; Bildungsreform
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01