scholarly journals Much Ado About Nothing? The Role of Primary School Catchment Areas for Ethnic School Segregation. Evidence from a Policy Reform

2013 ◽  
Author(s):  
Anna Makles ◽  
Kerstin Schneider
Keyword(s):  
Primary School ◽  
Policy Reform ◽  
School Segregation ◽  
Much Ado About Nothing ◽  
Catchment Areas

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.

The Role of Catchment Areas on School Segregation by Economic, Social and Cultural Characteristics

2021 ◽  
Author(s):  
Claudia Prieto-Latorre ◽  
Oscar D. Marcenaro-Gutierrez ◽  
Luis Alejandro Lopez-Agudo
Keyword(s):  
School Segregation ◽  
Cultural Characteristics ◽  
Catchment Areas

The Role of Residence in School Segregation: Placing the Impact of Parental Choice in Perspective

2001 ◽  
Vol 33 (10) ◽  
pp. 1829-1852 ◽  
Author(s):  
Chris Taylor ◽  
Stephen Gorard
Keyword(s):  
United Kingdom ◽  
Residential Segregation ◽  
Parental Choice ◽  
School Segregation ◽  
Number Of Children ◽  
The United Kingdom ◽  
Catchment Areas ◽  
Socioeconomic Segregation ◽  
The Impact

There have been many claims that the introduction of parental choice for schools in the United Kingdom would lead to further socioeconomic segregation between schools. However, little evidence of this has actually emerged. Instead during the first half of the 1990s, in particular, the number of children living in poverty became more equally distributed between UK secondary schools. Part of the explanation for this lies with the prior arrangements for allocating children to schools, typically based upon designated catchment areas. In this paper we argue that the degree of residential segregation that exists in England ensured that schools were already highly segregated before the introduction of market reforms to education, and has continued to be the chief determinant of segregation since. We then suggest that the School Standards and Framework Act 1998, which advocates a return to the use of catchment areas and distance to school when allocating places in oversubscribed schools, may be leading inadvertently to increased socioeconomic segregation between schools.

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 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.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Role of Tahfidzul Quran Learning to Build the Students’ Character at Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga

2018 ◽  
Vol 2 ◽  
pp. 235-245
Author(s):  
Ikhwandi Arifin
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Quality Of Education ◽  
Learning Approach ◽  
The Future ◽  
Character Building

This paper discusses the importance of the students ‘character building in the level of primary school/Islamic elementary school to face the globalization and information era. Education is the process of determining the nation’s character. Good or bad character of the nation in the future will be determined by the present quality of education. Building the character through Tahfidzul Quran learning approach is expected to be the main foundation to improve the degree and prestige of learners as the asset of the nation. This study aimed to describe the process of Tahfidzul Quran learning which included planning, organizing, doing action and monitoring the important role of learning itself to build the learners’ character, especially in Madrasah Ibtidaiyah Istiqomah Sambas Purbalingga.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

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