Folkeskolens rammebetingelser - Et policystudie om det styrkede fokus på højt begavede elever og implikationerne af dette for skoleledelsen.

Jakobsen, Thomas Køier

4. semester

Master i Læreprocesser (MLP) (Efter- og videreuddannelse)

2024

2024-06-07

This thesis explores the intensified focus on gifted students in Danish educational policy and its implications for school leadership in public schools. Utilizing a critical realist approach alongside an interdisciplinary methodology, the research delves into how political, social, and educational dynamics influence the creation and execution of policies within the educational sector. The study reveals that the current focus on gifted students emerges from broader societal trends such as the competitive state and educationalization, where education is increasingly viewed as a means to address economic and social challenges. The analysis across the empirical data shows that gifted students are often portrayed as an "overlooked group" that needs to "realize their full academic potential." This approach is predominantly characterized by a qualification thinking where students are expected to acquire skills pertinent to societal needs, thereby enabling them to function as effective citizens and enhance the national competitive edge. However, the policy is largely shaped by political processes lacking robust scientific backing. Instead, powerful actors, known as "policy brokers," have significantly influenced its development. These brokers navigate across various arenas, successfully pushing their agenda to strengthen the focus on gifted students, resulting in substantial policy outcomes. The study identifies that while the policy aims to address specific educational needs, it does so without sufficient scientific evidence, relying instead on the advocacy and influence of policy brokers. The findings underscore the need for more locally grounded research that takes into account how external actors, such as policy brokers, shape educational policies. This is crucial for ensuring that educational initiatives are relevant and adapted to the national context. The thesis contributes to educational leadership by highlighting the challenges school leaders face in an era of increased political governance and expectations for educational outcomes. It calls for a greater inclusion of broad educational research and local perspectives in policy formulation, emphasizing the need for policies that are not only scientifically grounded but also reflective of the educational realities and needs. Overall, this research enriches our understanding of the policy dynamics in education for gifted students in Denmark, illustrating the interplay between educational policies, social expectations, and the practical realities within schools. 

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