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Resisting education = a cross-nation...

Demanet, Jannick.

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Resisting education = a cross-national study on systems and school effects /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Resisting education/ edited by Jannick Demanet, Mieke Van Houtte.
Reminder of title:	a cross-national study on systems and school effects /
other author:	Demanet, Jannick.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	xvi, 208 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Motivation in education - Cross-cultural studies. -
Online resource:	https://doi.org/10.1007/978-3-030-04227-1
ISBN:	9783030042271

Resisting education = a cross-national study on systems and school effects /
Resisting educationa cross-national study on systems and school effects /[electronic resource] :edited by Jannick Demanet, Mieke Van Houtte. - Cham :Springer International Publishing :2019. - xvi, 208 p. :ill., digital ;24 cm. - International study of city youth education,v.22524-8537 ;. - International study of city youth education ;v.2..

This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences. All over the world, policy makers, school administrators, teachers, and parents are dealing with students who resist education. Resisting school might ultimately lead to unqualified dropout, and it is therefore crucial to understand what triggers resistance in students. The book uses the ISCY data set to study multilevel questions in detail. It does so based on the view that system effects and school effects intertwine: system-level policy measures affect student outcomes in part by shaping school-level features, and school effects may differ according to certain system-level features. We start from an overarching theoretical framework that ties the various city-specific insights together, and contains empirical studies from Barcelona, Bergen, Ghent, Montreal Reykjavik, Sacramento, and Turku. It shows that, in all countries, the act of resisting school is more likely to occur among the socio-economically disadvantaged, and those in the most disadvantaged schools. However, educational system features, including tracking, free school choice, and school autonomy, are important driving factors of the differences between schools. As such, systems have the tools to curb between-school differences in resistance. Previous research turns resistance into a problem of individual students. However, if school or system features engender resistance to school, policy initiatives directed at individual students may solve the problem only partially.

ISBN: 9783030042271

Standard No.: 10.1007/978-3-030-04227-1doiSubjects--Topical Terms:

577366
Motivation in education
--Cross-cultural studies.

LC Class. No.: LB1065 / .R47 2019

Dewey Class. No.: 370.154

Resisting education = a cross-national study on systems and school effects /
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245 0 0 $a Resisting education $h [electronic resource] : $b a cross-national study on systems and school effects / $c edited by Jannick Demanet, Mieke Van Houtte.
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300 $a xvi, 208 p. : $b ill., digital ; $c 24 cm.
490 1 $a International study of city youth education, $x 2524-8537 ; $v v.2
520 $a This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences. All over the world, policy makers, school administrators, teachers, and parents are dealing with students who resist education. Resisting school might ultimately lead to unqualified dropout, and it is therefore crucial to understand what triggers resistance in students. The book uses the ISCY data set to study multilevel questions in detail. It does so based on the view that system effects and school effects intertwine: system-level policy measures affect student outcomes in part by shaping school-level features, and school effects may differ according to certain system-level features. We start from an overarching theoretical framework that ties the various city-specific insights together, and contains empirical studies from Barcelona, Bergen, Ghent, Montreal Reykjavik, Sacramento, and Turku. It shows that, in all countries, the act of resisting school is more likely to occur among the socio-economically disadvantaged, and those in the most disadvantaged schools. However, educational system features, including tracking, free school choice, and school autonomy, are important driving factors of the differences between schools. As such, systems have the tools to curb between-school differences in resistance. Previous research turns resistance into a problem of individual students. However, if school or system features engender resistance to school, policy initiatives directed at individual students may solve the problem only partially.
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650 2 4 $a International and Comparative Education. $3 1001896
650 2 4 $a Sociology of Education. $3 1001905
650 2 4 $a Study and Learning Skills. $3 3226907
700 1 $a Demanet, Jannick. $3 3384564
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