Resisting Education: Do Schools and Systems Matter?
In this final chapter, we provide a summary of the main findings of the studies presented in this volume and discuss the main implications for policy-makers. The results show quite convincingly that cross-national research in this domain is important to undertake, as both the severity of school misconduct, as the size of the school effect therein, differs between cities. We discuss the role of various system-level policy choices driving these between-city differences, including the policy choice to track or not, to curb school autonomy by centralizing policy decisions, and free school choice. In the last part of this chapter, we provide insight into the role of malleable school processes. The findings of this volume especially stress three processes, namely, self-evaluations of academic ability, sense of purpose of education, and attachment to various school actors. We suggest that these processes can and should be used as a toolbox by policy-makers, school administrators, and teachers, to curb structural system- and school-level effects on school misconduct.
KeywordsPolicy implications School misconduct School effects Cross-national differences
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