Název: Success and failure in educational careers: a typology
Zdrojový dokument: Studia paedagogica. 2017, roč. 22, č. 2, s. [135]-152
Rozsah
[135]-152
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2017-2-8
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/136524
Type: Článek
Jazyk
Licence: Neurčená licence
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Abstrakt(y)
The aim of this study is to address a gap in research on educational careers: the missing consistent explanations for reasons behind educational failure or success. The project focuses on two types of educational careers: formally unsuccessful (early school leaving) and very successful ones (educational upward mobility). Biographically oriented narrative interviews were conducted with Austrian representatives of these two groups. On the basis of theoretical models explaining social inequality and findings regarding common risk factors, the research project emphasizes the interplay and actual relevance of factors influencing individual students. The main finding of the qualitative study is the reconstruction of patterns of orientation in formal educational careers. The typolog y presented can account not only for the contrasting degrees of success in the educational careers examined but also for the varying relevance of common factors of influence.
Reference
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[2] Bohnsack, R. (2003). Rekonstruktive Sozialforschung. Einführung in qualitative Methoden. [Reconstructive social research. An introduction to qualitative methods]. Opladen: Leske Budrich.
[3] Bohnsack, R., Pfaff, N., & Weller, W. (Eds.)(2010). Qualitative analysis and documentary method in international educational research. Opladen & Farmington Hills: Barbara Budrich Publishing.
[4] Boudon, R. (1974). Education, opportunity, and social inequality. Changing prospects in western society. New York: Wiley.
[5] Bourdieu, P., & Passeron, J-C. (1971). Die Illusion der Chancengleichheit. Untersuchungen zur Soziologie des Bildungswesens am Beispiel Frankreichs. [The illusion of equal opportunity]. Stuttgart: Ernst Klett Verlag.
[6] DiMaggio, P. (1982). Cultural capital and social success: The impact of status culture participation on the grades of high school students. American Sociological Review, 47(2), 189–201. | DOI 10.2307/2094962
[7] Ditton, H. (2010). Der Beitrag von Schule und Lehrern zur Reproduktion von Bildungsungleichheit. [School's and teacher's role in the reproduction of educational inequity]. In R. Becker & W. Lauterbach (Eds.), Bildung als Privileg. Erklärungen und Befunde zu den Ursachen der Bildungsungleichheit (pp. 247–275). [Bildung as privilege? Explanations and findings on causes of educational inequity]. Wiesbaden: VS Verlag für Sozialwissenschaften.
[8] European Commission (2015). Education & training 2020. Schools policy. A whole school approach to tackling early school leaving. Brussels: European Union. Retrieved from ec.europa.eu/dgs/education_culture/repository/education/policy/strategic-framework/expert-groups/documents/early-leaving-policy_en.pdf
[9] Flick, U., von Kardorff, E., & Steinke, I. (Eds.) (2007). Qualitative Forschung. Ein Handbuch. [Qualitative research. A handbook]. Reinbek bei Hamburg: Rowohlt.
[10] Gerhartz-Reiter, S. (2017). Erklärungsmuster für Bildungsaufstieg und Bildungsausstieg. Wie Bildungskarrieren gelingen. [Explanatory patterns for educational upward movement and early school leaving. How educational careers succeed]. Wiesbaden: Springer.
[11] Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. London: Weidenfield & Nicolson.
[12] Lee, V. E., & Burkam, D. T. (2003). Dropping out of high school: The role of school organization and structure. American Educational Research Journal, 40(2), 353–393. | DOI 10.3102/00028312040002353
[13] Nairz-Wirth, E., Meschnig, A., & Gitschthaler, M. (2010). Quo Vadis Bildung? Eine qualitative Studie zum Habitus von Early School Leavers. [Quo Vadis Bildung? A qualitative study on the habitus of early school leavers]. Projektbericht. Arbeiterkammer Wien.
[14] OECD (2013). PISA 2012 results: Excellence through equity: Giving every student the chance to succeed (Volume II). Paris: OECD Publishing.
[15] OECD (2014). Education at a glance 2014. OECD Indicators. Paris: OECD Publishing.
[16] Przyborski, A., & Wohlrab-Sahr, M. (2008). Qualitative Sozialforschung. Ein Arbeitsbuch. [Qualitative social research. A workbook]. München: Oldenbourg Verlag.
[17] Schütze, F. (1983). Biographieforschung und Narratives Interview. [Biographical research and narrative interview]. Neue Praxis, 13(3), 283–293.
[18] Solga, H., & Dombrowski, R. (2012). Soziale Ungleichheiten im Schulerfolg. Forschungsstand, Handlungs- und Forschungsbedarfe. [Social inequities in school success. State of research, needs for action and research]. In M. Kuhnhenne, I. Miethe, H. Sünker, & O. Venzke (Eds.), (K)eine Bildung für alle – Deutschlands blinder Fleck. Stand der Forschung und politische Konsequenzen (pp. 51–86). [(No) Bildung for all – Germany's blind spot. State of research and political consequences]. Opladen, Wien and Toronto: Verlag Barbara Budrich.
[19] Statistik Austria (2014). Bildung in Zahlen. Tabellenband. [Education in numbers]. Wien: Statistik Austria.
[20] Steiner, M., Pessl, G., & Bruneforth, M. (2016). Früher Bildungsabbruch – Neue Erkenntnisse zu Ausmaß und Ursachen. [Early School Leaving – New insights on dimension and causes]. In M. Bruneforth et al. (Eds.), Nationaler Bildungsbericht Österreich 2015. Band 2. Fokussierte Analysen Bildungspolitischer Schwerpunktthemen (pp. 175–219). [National education report Austria 2015. Vol. 2]. Graz: Leykam.
[21] Werner, E. E. (2007). Entwicklung zwischen Risiko und Resilienz. [Development between risk and resilience]. In G. Opp & M. Fingerle (Eds.), Was Kinder stärkt. Erziehung zwischen Risiko und Resilienz (pp. 20–31). [What is it that strengthens children. Education between risk and resilience]. München and Basel: Ernst Reinhardt Verlag.