Governance of educational trajectories in Europe. Pathways, policy and practice.

Sonst. Personen	Walther, Andreas (Hrsg.); Parreira do Amaral, Marcelo (Hrsg.); Cuconato, Morena (Hrsg.); Dale, Roger (Hrsg.)
Titel	Governance of educational trajectories in Europe. Pathways, policy and practice.
Quelle	London: Bloomsbury (2016), xiv, 332 S.Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-4725-8952-1; 9781472589538; 9781472589545
Schlagwörter	Bildung; Fallstudie; Mehrebenenanalyse; Qualitative Forschung; Quantitative Forschung; Vergleich; Vergleichende Forschung; Wissensgesellschaft; Bildungschance; Formale Bildung; Autonomie; Entscheidung; Bildungsbiografie; Familie; Bildungssystem; Bildungspolitik; Schulpolitik; Bildungsberatung; Eltern; Schule; Elternmitwirkung; Beratung; Lehrer; Schüler; Schulbildung; Informelles Lernen; Steuerung; Ungleichheit; Partizipation; Regierung; Sozialstaat; Lebenslanges Lernen; Internationaler Vergleich; Benachteiligung; Diskurs; Fallbeispiel; Kooperation; Regulation; Relevanz; Unterstützung; Zentralisierung; Zugang; Erwachsener; Jugendlicher; Forschungsprojekt; Deutschland; Europa; Finnland; Frankreich; Großbritannien; Italien; Niederlande; Polen; Slowenien
Abstract	Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As each of the chapters is co-authored by two or three researchers, each based in a different country, [the book] goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4