Legal Regulation and Professional Discretion in Schools

Autor/inn/en	Karseth, Berit; Møller, Jorunn
Titel	Legal Regulation and Professional Discretion in Schools
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 2, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karseth, Berit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1531918
Schlagwörter	Foreign Countries; Elementary Secondary Education; Special Education; Special Needs Students; Equal Education; Compulsory Education; Educational Legislation; Federal Regulation; Student Rights; School Law; Decision Making; Secondary School Teachers; Teacher Background; Professionalism; Parent Teacher Cooperation; Norway + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Schulpflicht; Bildungsrecht; Schulgesetz; Bundeskompetenz; Law concerning schools; Schulrecht; Decision-making; Entscheidungsfindung; Professionalität; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Norwegen
Abstract	The paper aims to analyse how pupils' equal educational opportunities are warranted. We focus on how regulations of adapted education and the right to special needs education provide school leaders' and teachers' room for discretionary decision-making, how it is interpreted and how discretionary power is justified. The paper draws on findings from an interdisciplinary study (education and law) on the transformation of legal standards into professional actions in schools. This paper employs interview data from three compulsory schools (grades 1-10), legal documents, and public reports, and the analysis is guided by a conceptual distinction between structural and epistemic aspects of discretion. Based on our findings, we question whether the discretionary space regarding special needs education gives too many opportunities for action and, hence, weakens pupils' legal rights. Under the guise of a common school, there is a risk that pupils' special needs are made invisible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01