<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.</p></abstract>

Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the example of the introduction of a new type of school, the new middle school (NMS), in Austria, and based on the longitudinal data of a national evaluation project (NOESIS), this article aims to clarify the extent to which, and how, student learning support spaces are perceived as local social conditions inside and outside school, and how this can explain changes in students’ educational aspirations, which was the objective of the NMS reform. In this sense, the reform policy of introducing the new middle school is examined from the perspective of the students themselves. The results from the panel analyses demonstrate that the perceived learning support spaces are highly relevant in explaining students’ aspirations.

Education policy and the socio-spatiality of school reform – learning support spaces as perceived by students in the context of the new middle school policy in Austria

Department of Education, Section School, Education and Society

Department of Education Section School, Education and Society

University College of Teacher Education Vienna/Krems (KPH)

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived...

Education policy and the socio-spatiality of school reform – learning support spaces as perceived by students in the context of the new middle school policy in Austria

Online veröffentlicht: 17. Juli 2020

Seitenbereich: 59 - 82

DOI: https://doi.org/10.2478/jped-2020-0004

Schlüsselwörter
educational policy, school reform, space, geography of education, educational aspirations

© 2020 Mariella Knapp et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Education policy and the socio-spatiality of school reform – learning support spaces as perceived by students in the context of the new middle school policy in Austria

Online veröffentlicht: 17. Juli 2020

Seitenbereich: 59 - 82

DOI: https://doi.org/10.2478/jped-2020-0004

Schlüsselwörtereducational policy, school reform, space, geography of education, educational aspirations

© 2020 Mariella Knapp et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
educational policy, school reform, space, geography of education, educational aspirations