{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/385831"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/385831","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"Beyond the scores: A critical realist study of the causes of regional educational inequality in Kazakhstan","abstract":"Student achievement in Kazakhstan varies significantly across regions, with the Western and Southern regions consistently underperforming. These disparities suggest systemic and region-specific barriers, yet research on their underlying causes remains limited, constraining evidence-based policymaking. This study examines factors influencing student achievement in four regions, focusing on stakeholder perceptions and the extent to which educational policies address regional inequalities. Grounded in critical theory (Bourdieu, 1986; Gibson, 1986) and Bronfenbrenner’s (1978) Ecological model, it employs Critical realist thematic analysis (Fryer, 2022) to analyse interviews and focus groups with school directors, parents, and education authorities, complemented by a teacher survey. Macro-level influences are explored through policymaker interviews, an expert focus group, and policy document analysis. Findings reveal key influences on student achievement across ecosystem levels, including the importance of human interaction and personal agency. Specific focus is placed on student motivation as an important channel mediating other influences on student achievement largely overlooked in educational policy priorities. Regional context further shapes motivation and schooling, necessitating deeper examination. The study also highlights misalignments between policy priorities and the identified drivers of inequality, underscoring systemic constraints distorting educational initiatives' holistic implementation. By identifying both regional and systemic barriers, this research provides evidence-based insights for policies addressing educational inequality in Kazakhstan. The thesis concludes with a discussion of its implications for educational policy, offering specific recommendations.","abstract_html":"Student achievement in Kazakhstan varies significantly across regions, with the Western and Southern regions consistently underperforming. These disparities suggest systemic and region-specific barriers, yet research on their underlying causes remains limited, constraining evidence-based policymaking. This study examines factors influencing student achievement in four regions, focusing on stakeholder perceptions and the extent to which educational policies address regional inequalities. Grounded in critical theory (Bourdieu, 1986; Gibson, 1986) and Bronfenbrenner’s (1978) Ecological model, it employs Critical realist thematic analysis (Fryer, 2022) to analyse interviews and focus groups with school directors, parents, and education authorities, complemented by a teacher survey. Macro-level influences are explored through policymaker interviews, an expert focus group, and policy document analysis. Findings reveal key influences on student achievement across ecosystem levels, including the importance of human interaction and personal agency. Specific focus is placed on student motivation as an important channel mediating other influences on student achievement largely overlooked in educational policy priorities. Regional context further shapes motivation and schooling, necessitating deeper examination. The study also highlights misalignments between policy priorities and the identified drivers of inequality, underscoring systemic constraints distorting educational initiatives' holistic implementation. By identifying both regional and systemic barriers, this research provides evidence-based insights for policies addressing educational inequality in Kazakhstan. The thesis concludes with a discussion of its implications for educational policy, offering specific recommendations.","abstract_has_math":false,"creators":["Kopeyeva, Aigerim"],"institution":"University of Cambridge","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Wilson, Elaine"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-03-14","date_published":"2025-03-14","updated_at":"2026-07-22T22:24:24Z","subjects":["regional inequality","student achievement","Kazakhstan"],"languages":[],"rights":[],"rights_urls":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/275d3fc9-82f0-49ce-bc16-cfe839f2d3c6/download","http://purl.org/NET/rdflicense/allrightsreserved"],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.17863/CAM.119294","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Wilson, Elaine"]},{"key":"dc:contributor.sponsor","label":"Sponsor","values":["Republic of Kazakhstan, 'Bolashak' Scholarship"]},{"key":"dc:creator","label":"Author","values":["Kopeyeva, Aigerim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2025-03-14"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cambridge"]},{"key":"dc:relation.isreferencedby.uri","label":"Dc Relation Isreferencedby URI","values":["https://www.repository.cam.ac.uk/handle/1810/385831"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["regional inequality","student achievement","Kazakhstan"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/275d3fc9-82f0-49ce-bc16-cfe839f2d3c6/download","http://purl.org/NET/rdflicense/allrightsreserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.17863/CAM.119294"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/7935a9b7-0d44-423a-824f-a15ddb82dcdc/download"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Student achievement in Kazakhstan varies significantly across regions, with the Western and Southern regions consistently underperforming. These disparities suggest systemic and region-specific barriers, yet research on their underlying causes remains limited, constraining evidence-based policymaking. This study examines factors influencing student achievement in four regions, focusing on stakeholder perceptions and the extent to which educational policies address regional inequalities. Grounded in critical theory (Bourdieu, 1986; Gibson, 1986) and Bronfenbrenner’s (1978) Ecological model, it employs Critical realist thematic analysis (Fryer, 2022) to analyse interviews and focus groups with school directors, parents, and education authorities, complemented by a teacher survey. Macro-level influences are explored through policymaker interviews, an expert focus group, and policy document analysis. Findings reveal key influences on student achievement across ecosystem levels, including the importance of human interaction and personal agency. Specific focus is placed on student motivation as an important channel mediating other influences on student achievement largely overlooked in educational policy priorities. Regional context further shapes motivation and schooling, necessitating deeper examination. The study also highlights misalignments between policy priorities and the identified drivers of inequality, underscoring systemic constraints distorting educational initiatives' holistic implementation. By identifying both regional and systemic barriers, this research provides evidence-based insights for policies addressing educational inequality in Kazakhstan. The thesis concludes with a discussion of its implications for educational policy, offering specific recommendations."]},{"key":"dc:format.checksum.md5","label":"Dc Format Checksum Md5","values":["8c6e453182213ec0fbbf88ac9d1c5eb1","87eda9de84448d1f82354d60eee3eb5f"]},{"key":"dc:title","label":"Title","values":["Beyond the scores: A critical realist study of the causes of regional educational inequality in Kazakhstan"]}]}],"canonical_facts":{"dc:contributor.advisor":["Wilson, Elaine"],"dc:contributor.sponsor":["Republic of Kazakhstan, 'Bolashak' Scholarship"],"dc:creator":["Kopeyeva, Aigerim"],"dc:date.issued":["2025-03-14"],"dc:description.abstract":["Student achievement in Kazakhstan varies significantly across regions, with the Western and Southern regions consistently underperforming. These disparities suggest systemic and region-specific barriers, yet research on their underlying causes remains limited, constraining evidence-based policymaking. This study examines factors influencing student achievement in four regions, focusing on stakeholder perceptions and the extent to which educational policies address regional inequalities. Grounded in critical theory (Bourdieu, 1986; Gibson, 1986) and Bronfenbrenner’s (1978) Ecological model, it employs Critical realist thematic analysis (Fryer, 2022) to analyse interviews and focus groups with school directors, parents, and education authorities, complemented by a teacher survey. Macro-level influences are explored through policymaker interviews, an expert focus group, and policy document analysis. Findings reveal key influences on student achievement across ecosystem levels, including the importance of human interaction and personal agency. Specific focus is placed on student motivation as an important channel mediating other influences on student achievement largely overlooked in educational policy priorities. Regional context further shapes motivation and schooling, necessitating deeper examination. The study also highlights misalignments between policy priorities and the identified drivers of inequality, underscoring systemic constraints distorting educational initiatives' holistic implementation. By identifying both regional and systemic barriers, this research provides evidence-based insights for policies addressing educational inequality in Kazakhstan. The thesis concludes with a discussion of its implications for educational policy, offering specific recommendations."],"dc:format.checksum.md5":["8c6e453182213ec0fbbf88ac9d1c5eb1","87eda9de84448d1f82354d60eee3eb5f"],"dc:identifier.doi":["https://doi.org/10.17863/CAM.119294"],"dc:identifier.uri":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/7935a9b7-0d44-423a-824f-a15ddb82dcdc/download"],"dc:publisher.institution":["University of Cambridge"],"dc:relation.isreferencedby.uri":["https://www.repository.cam.ac.uk/handle/1810/385831"],"dc:rights":["https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/275d3fc9-82f0-49ce-bc16-cfe839f2d3c6/download","http://purl.org/NET/rdflicense/allrightsreserved"],"dc:subject":["regional inequality","student achievement","Kazakhstan"],"dc:title":["Beyond the scores: A critical realist study of the causes of regional educational inequality in Kazakhstan"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["Doctoral"],"dc:type.qualificationname":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-22T22:24:24Z"}