Closing the Attainment Gap--A Realistic Proposition or an Elusive Pipe-Dream?

Autor/in	Mowat, Joan Gaynor
Titel	Closing the Attainment Gap--A Realistic Proposition or an Elusive Pipe-Dream?
Quelle	In: Journal of Education Policy, 33 (2018) 2, S.299-321 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1352033
Schlagwörter	Social Justice; Educational Attainment; Holistic Approach; Socioeconomic Influences; Barriers; Poverty; Public Policy; Social Bias; Educational Policy; School Community Relationship; College School Cooperation; Partnerships in Education; Foreign Countries; Intervention; Change Strategies; National Curriculum; Educational Improvement; Leadership Responsibility; Capacity Building; Government Role; Governance; Faculty Development; Achievement Gap; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsabschluss; Bildungsgut; Holistischer Ansatz; Sozioökonomischer Faktor; Armut; Öffentliche Ordnung; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Ausland; Lösungsstrategie; Teaching improvement; Unterrichtsentwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung
Abstract	The attainment gap associated with socio-economic status is an international problem that is highly resistant to change. This conceptual paper critiques the drive by the Scottish Government to address the attainment gap through the Scottish Attainment Challenge and the National Improvement Framework. It draws upon a range of theoretical perspectives but principally examines the problem through the lens of Steiner-Khamsi's concepts of "reception" and "translation" of policy and through examination of the international and national (Scottish) policy contexts. The paper argues that, rather than focussing narrowly upon attainment outcomes, an holistic approach should be adopted which takes account of the economic, social and relational constraints which impact upon families in poverty, calling for a systems-level approach. "Schools cannot go it alone": there is a need to focus upon a wide range of public policy to redress inequalities in society. Whilst the Scottish Government has looked to the London/City/National Challenge as a potential solution to the problem, the complexities and limitations of policy borrowing need to be understood. Higher Education Institutions, government agencies, local authorities and schools need to work in partnership to develop research informed practice which will impact upon learning outcomes for all children and young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01