The Politics of Educational Success: A Realist Evaluation of Early School Leaving Policies in Catalonia (Spain)

Autor/inn/en	Tarabini, Aina; Curran, Marta; Montes, Alejandro; Parcerisa, Lluís
Titel	The Politics of Educational Success: A Realist Evaluation of Early School Leaving Policies in Catalonia (Spain)
Quelle	In: Critical Studies in Education, 59 (2018) 3, S.364-381 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1197842
Schlagwörter	Foreign Countries; Dropout Prevention; Educational Policy; Case Studies; Academic Achievement; Politics of Education; Success; Institutional Autonomy; Basic Skills; Social Differences; Social Influences; School Culture; Student Diversity; Educational Improvement; Student School Relationship; Spain + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Schulleistung; Educational policy; Erfolg; Institutionelle Autonomie; Basic skill; Grundfertigkeit; Sozialer Unterschied; Sozialer Einfluss; Schulkultur; Schulleben; Teaching improvement; Unterrichtsentwicklung; Schüler-Lehrer-Beziehung; Spanien
Abstract	The objective of the article is to examine what is 'taken for granted' in the policies designed to combat Early School Leaving (ESL) in Catalonia, identifying their implicit ontologies, causal assumptions and logics of action. In order to do so, the realist evaluation is applied. Specifically, this methodology has been applied to compare the discourses, priorities and policies of two key agents in defining and implementing policies to combat ESL in Catalonia: the Catalan Department for Education (Regional Government body) and the Barcelona Education Consortium (Local Government body). In each case, systematic documentary analysis has been conducted as well as in-depth interviews with educational experts and policymakers. The results of the analysis allows opening up the black box of the political priorities defined by this two political agents, identifying two highly controversial logics to understand educational success and to consequently address ESL. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01