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Thesis title: What implications do dominant discourses and conceptualisations of ‘quality’ in education have for pupils and teachers in primary schools?
Start year: 2010
The central focus of the research is to explore the concept of quality in primary education: how it is defined in policy and official documents influential within primary education, how it is conceived by individuals within primary schools and how it is ‘acted’ out in interactions between teachers and pupils in classrooms. The purpose of the research is to gain a deeper and broader understanding of what quality means, investigate whether there are any differences between conceptualisations of what quality is and explore what, if any, implications these have for those teaching and learning in primary schools in England.