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ERIC Number: EJ1111126
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0031-3831
Equity through Assessment? Teachers' Mediation of Outcome-Focused Reforms in Socioeconomically Different Schools
Strandler, Ola
Scandinavian Journal of Educational Research, v60 n5 p538-553 2016
Despite uncertainties regarding the effects of outcome-focused reforms on teaching practices, the political confidence in the potential of such reforms to create educational change remains high. This article problematizes the assumption that two such Swedish reforms (grades and national tests in younger years) can function as an impetus for educational equity. Analysis is directed toward how the reforms were enacted in six socioeconomically diverse teaching practices, framed by a conceptual framework built on Ricoeur's discussion on a critical hermeneutics and practical reasoning. The results show great differences; with the reforms benefiting established teaching practices in the socioeconomically privileged schools to a greater extent. In conclusion, it is argued that this poses a problem in relation to aims for educational equity.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A