Creating Accessibility to Education: The Role of School Staff's Discretionary Practices

Autor/inn/en	Barberis, Eduardo; Buchowicz, Izabela
Titel	Creating Accessibility to Education: The Role of School Staff's Discretionary Practices
Quelle	In: European Education, 47 (2015) 1, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2014.1001264
Schlagwörter	Access to Education; Staff Role; Decision Making; Admission (School); Selective Admission; Educational Practices; Administrative Organization; Case Studies; Comparative Education; Foreign Countries; Inclusion; Barriers; United Kingdom; Slovenia; Italy; Denmark; Finland; Poland; Netherlands; France + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Decision-making; Entscheidungsfindung; Bildungsselektion; Bildungspraxis; Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Ausland; Inklusion; Großbritannien; Slowenien; Italien; Dänemark; Finnland; Polen; Niederlande; Frankreich
Abstract	This article explores the role of school staff in the accessibility of education with a focus on professional discretion and its relation with institutions and contexts. Drawing on the street-level bureaucracy approach it looks into different types of discretionary practices and asks how their legitimacy influences their success. The analysis is based on different types of data and exemplary trajectories are used as illustration. Results show that discretion can be used to both increase and reduce accessibility: proactivity is elicited when societal goals are shared, but means are considered inadequate and when control over the process is high. Negative reactivity is associated with overworking and silo professional cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01