scholarly journals Much Ado about Nothing? The Role of Primary School Catchment Areas For Ethnic School Segregation: Evidence From a Policy Reform

2015 ◽  
Vol 16 (2) ◽  
pp. 203-225 ◽  
Author(s):  
Anna Makles ◽  
Kerstin Schneider
Keyword(s):  
School Choice ◽  
Primary Schools ◽  
Policy Reform ◽  
Federal State ◽  
Ethnic Segregation ◽  
Much Ado About Nothing ◽  
School Year ◽  
Catchment Areas ◽  
Before And After ◽  
Using Data

Abstract By the 2008/09 school year the federal state of North Rhine-Westphalia (Germany) abolished binding school catchment areas in all municipalities. The reform has been controversial and it was feared that school choice would increase ethnic segregation. Using data on all primary schools we contribute to this debate by analyzing ethnic segregation before and after the reform. We discuss drawbacks of commonly used segregation indices and their interpretation as well as causality issues. Although there is an increase in segregation over the time period studied, our results show that segregation has not been affected by the policy reform.

scholarly journals An Evaluation of the Implementation of a UK School-Based Running Program

Children ◽  
2020 ◽  
Vol 7 (10) ◽  
pp. 151
Author(s):  
Anna E. Chalkley ◽  
Ash C. Routen ◽  
Jo P. Harris ◽  
Lorraine A. Cale ◽  
Trish Gorely ◽  
...  
Keyword(s):  
Primary Schools ◽  
Average Distance ◽  
Multiple Time ◽  
School Year ◽  
School Based ◽  
Before And After ◽  
The Uk ◽  
High Level ◽  
Academic Year ◽  
Over Time

The adoption of school-based running programs has rapidly increased over the last five years in the UK and globally. However, there is currently a lack of information on how these initiatives are implemented, and whether they are generalizable and/or sustainable. This study evaluated the implementation (including reach, fidelity, and dose) of a school-based running program over seven months to inform future delivery. This observational study used a mixed-method, single-group, before-and-after design strengthened by multiple interim measurements to evaluate the implementation of an optional school-based running program. Five state-funded primary schools in Leicestershire, UK, participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via several measures (including interviews, focus groups, observations, questionnaires, and teacher implementation logs) at multiple levels (i.e., school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. The school-based running program achieved good reach, with 100% of pupils opting to participate at some point during the academic year. All schools implemented the program with good fidelity, although the level of implementation varied between schools and over time. The average number of sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometers and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the program and continued to implement it until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation and the frequency of delivery. The school-based running program is simple, inexpensive, and versatile and can be implemented by schools with relative ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, are likely necessary to sustain participation in the longer term and should be considered prior to implementation.

scholarly journals From Catchment Areas to Parental Choice: Education Policy Reforms and Their Effects on School Segregation

2021 ◽  
Vol 4 (11) ◽  
Author(s):  
Isabel Ramos Lobato
Keyword(s):  
School Choice ◽  
Primary School ◽  
Primary Schools ◽  
Parental Choice ◽  
School Segregation ◽  
Policy Reforms ◽  
Social Divisions ◽  
Catchment Areas ◽  
Admission System

Parents’ selective school choices play a key role in exacerbating school segregation across the globe. As a result, numerous studies have investigated parents’ choice practices, while less attention has been paid to the role of the institutional context itself. Taking the introduction of free primary school choice in North Rhine-Westphalia, Germany, as an example, in this article, I seek to provide insights into the motivations behind the policy reform and its subsequent effects. The article illustrates how the new admission system changes not only the roles, motivations, and strategies of parents, but also those of primary schools. Consequently, the abolition of primary school catchment areas led neither to more equality in choice nor to a responsible competition between primary schools. Instead, it reinforces social divisions and symbolic differences between primary schools.

scholarly journals An evaluation of the implementation of a UK school-based running programme

2020 ◽  
Author(s):  
Anna Chalkley ◽  
Ash C. Routen ◽  
Jo P. Harris ◽  
Lorraine A. Cale ◽  
Trish Gorely ◽  
...  
Keyword(s):  
Primary Schools ◽  
Average Distance ◽  
Multiple Time ◽  
School Year ◽  
School Based ◽  
Before And After ◽  
Multiple Time Points ◽  
High Level ◽  
Academic Year ◽  
Over Time

Abstract Background The adoption of school-based running programmes has rapidly increased in recent years. However, there is a lack of information on how these initiatives are implemented, and how generalisable and sustainable they are. This study evaluated the implementation of a school-based running programme, Marathon Kids (MK), over 7 months. The aim was to understand the context within which MK was implemented in each of the schools and the key elements of implementation including reach, fidelity and dose. Methods This study used a mixed method, single group before-and-after design strengthened by multiple interim measurements. Five state-funded primary schools in Leicestershire, UK participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via measures at multiple levels (i.e. school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. Results Marathon Kids achieved good reach, with all pupils opting to participate at some point during the academic year. All schools implemented MK with good fidelity, although the level of implementation varied between schools and over time. The average number of MK sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometres and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the programme and continued to implement MK until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation of MK and the frequency of delivery. Conclusions Marathon Kids is a simple, inexpensive and versatile physical activity programme which can be implemented by schools with relative at ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, is likely necessary to sustain participation in the longer term.

Designing Secondary School Catchment Areas Using Goal Programming

1986 ◽  
Vol 18 (5) ◽  
pp. 661-675 ◽  
Author(s):  
C M S Sutcliffe ◽  
J L G Board
Keyword(s):  
Goal Programming ◽  
Primary Schools ◽  
Ad Hoc ◽  
Parental Choice ◽  
Decision Variable ◽  
School Closures ◽  
Catchment Areas ◽  
Weighted Goal Programming ◽  
Multiperiod Models ◽  
Using Data

Falling school rolls have necessitated the widespread revision öf school catchment areas. It is argued that an appropriate technique for solving this problem is weighted goal programming. A study of Reading has shown that this technique is feasible and can produce results that dominate those produced by the ad hoc methods of the local education authority. Since goal programming is a very flexible technique, various ways of developing this approach to designing catchment areas are considered. Among these developments are the inclusion of additional goals (such as safety, parental choice, and compactness), goal interaction, allowance for the effects of parental choice, multiperiod models incorporating school closures, and the allocation of entire primary schools. The effects of the redefinition of the decision variable to require the joint allocation of the boys and girls at the same primary school are investigated using data for Reading.

scholarly journals Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage

2020 ◽  
Vol 6 (3) ◽  
pp. 458
Author(s):  
Senem Sahin
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Primary Schools ◽  
School Administrators ◽  
English Teachers ◽  
Federal State ◽  
English Only ◽  
School Year ◽  
The University ◽  
Teaching Ideas

In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, coursebooks with detailed teaching ideas and pedagogical explanations for lesson planning become an essential part of their profession providing guidance and feeling of security. Some German scholars have noted; however, these teachers mostly devise other materials like worksheets to replace or supplement the English coursebooks (Fuchs et al., 2010). The present study aims to critically reflect on perceptions, preferences and expectations of English teachers at German primary schools concerning their coursebook usage. After presenting and discussing the research results, the paper proposes some ideas for striking a balance between teaching English with and without a coursebook. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.

scholarly journals Choice as a duty? The abolition of primary school catchment areas in North Rhine-Westphalia/Germany and its impact on parent choice strategies

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3274-3291 ◽  
Author(s):  
Isabel Ramos Lobato ◽  
Thomas Groos
Keyword(s):  
Primary School ◽  
Catchment Area ◽  
Policy Reform ◽  
Early Stage ◽  
Federal State ◽  
Parent Choice ◽  
Mixed Methods Approach ◽  
Educational Backgrounds ◽  
Catchment Areas ◽  
The Impact

In 2008, primary school catchment areas were abolished in the federal state of North Rhine-Westphalia (NRW)/Germany. Written several years later, this article’s main aim is to provide insights into the impact of the policy reform on parent choice practices and subsequently on educational segregation. Based on a mixed-methods approach, it seeks to understand how being raised in and accustomed to a catchment area system affects parents’ understanding of the policy reform and impacts their choice strategies. We demonstrate that the (socially selective) choice of a school outside the former catchment area increased significantly after 2008, leading to a higher level of school segregation, though affecting schools to very different extents. The study clearly reveals that the differences in choice strategies are shaped by the dissimilar conclusions parents from different educational backgrounds draw from the policy reform. While less-educated parents attribute less significance to this early stage of schooling, many well-educated ones interpret the introduction of free choice as an instigation to choose – a perception triggered and intensified by the policy reform. For them, choice is no longer only perceived as an opportunity; through its formalisation it rather seems to become a duty. Thus, by one-sidedly favouring well-educated parents’ interests and benefiting their abilities to play the game, the reform seems to perpetuate existing inequalities in choice rather than to alleviate them.

scholarly journals Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage

2020 ◽  
Vol 6 (3) ◽  
pp. 458
Author(s):  
Senem Sahin
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Primary Schools ◽  
School Administrators ◽  
English Teachers ◽  
Federal State ◽  
English Only ◽  
School Year ◽  
The University ◽  
Teaching Ideas

In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, coursebooks with detailed teaching ideas and pedagogical explanations for lesson planning become an essential part of their profession providing guidance and feeling of security. Some German scholars have noted; however, these teachers mostly devise other materials like worksheets to replace or supplement the English coursebooks (Fuchs et al., 2010). The present study aims to critically reflect on perceptions, preferences and expectations of English teachers at German primary schools concerning their coursebook usage. After presenting and discussing the research results, the paper proposes some ideas for striking a balance between teaching English with and without a coursebook. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.

Taking Part, Joining in, and Being Heard?

2020 ◽  
pp. 475-494
Author(s):  
Perpetua Kirby ◽  
Rebecca Webb
Keyword(s):  
Primary Schools ◽  
Specific Reference ◽  
School Life ◽  
Children’S Participation ◽  
Using Data ◽  
Children's Participation ◽  
The Voice

This chapter explores how Article 12 and the voice of the child are implemented. The chapter does so by making specific reference to ways in which children express themselves within two different English primary schools. The chapter introduces Article 12 as a commitment to giving due attention to children’s experiences. Using data vignettes, the chapter illustrates the value of paying attention to children by focusing on the micro moments of everyday school life. The chapter argues that children’s participation is necessarily political, suggesting that participation must be read as such and demonstrating how it is often subsumed within powerful dominant schooling discourses of conformity within different governmental climates that are regarded as beyond politics. The chapter identifies limited possibilities for transformation in the study’s research sites, discussed in terms of children achieving agency and enacting their own subjectivities. This is apparent even within the less coercive ethos of a school participating in the Rights Respecting Schools Initiative (UNICEF). The chapter argues that in order to open up possible transformational participatory spaces, adults in schools need to require opportunities to reflect together on the tensions within their own educational contexts and between supporting children’s participation and their conformity to wider schooling discourses. The chapter suggests that the provision of such opportunities will help to keep a focus on listening to children in line with the ambitions of Article 12.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

Sign in / Sign up

Export Citation Format

Share Document