The Elusiveness of the Common School in Austria. PISA, Politics and the Survival of Selection in a Conservative Regime

Autor/in	Pultar, Anna
Titel	The Elusiveness of the Common School in Austria. PISA, Politics and the Survival of Selection in a Conservative Regime
Quelle	In: Comparative Education, 57 (2021) 3, S.341-359 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2021.1885131
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Educational Change; Educational Policy; Educational History; Politics of Education; Barriers; Feedback (Response); Track System (Education); Elementary Secondary Education; Educational Trends; Political Attitudes; Austria; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Bildungsreform; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Educational policy; Leistungsgruppe; Leistungsdifferenzierung; Bildungsentwicklung; Political attitude; Politische Einstellung; Österreich
Abstract	This article investigates the failure of introducing comprehensive schooling in Austria, one of few 'conservative' outliers in the European post-war reform trend where early selection survived reform attempts in the 1970s. In particular, the focus is on the most recent attempt to postpone tracking from the age of 10-14 in the wake of Austria's 'PISA-shock' in the 2000s. Based on in-depth process tracing and drawing on interviews and documentary sources this article examines the nuances of contemporary politics of comprehensive schooling reforms, assessing the interplay between PISA and long-standing reform barriers, the ambivalence of political parties in comprehensive schooling reforms and the role of policy feedback effects on broader societal support for reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01