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Výběr základní školy v ČR a faktory, které jej ovlivňují

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Straková J., Simonová J.
Sociologický časopis. Czech Sociological Review
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2015
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vol. 51
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issue 4
587-606
EN
The influence of family background on educational attainment in the Czech Republic is strong compared to other countries internationally and there is great variation in the composition and academic performance of students between schools. Research to date has focused primarily on this issue in reference to multi-year gymnasia. This article concentrates on variation at the primary-school level, on which there are only limited empirical data available on the distribution of students. It looks at how important the choice of primary school by parents of preschool-age children is, how that choice is realized over time, and what parental characteristics influence their choice of school. The answers to these questions are obtained from an analysis of data from a questionnaire survey conducted in 2014 amongst a representative sample of 2008 parents of preschool-age children. The authors employ a logistic regression analysis and compare data for 2014 with data obtained in 2009 in a survey of parents with children who were of compulsory school age. These analyses reveal that there is currently universal support amongst parents for the right to choose between schools. The possibility to choose puts at an advantage those children whose parents have at least upper secondary education and live in large towns, who are able to effectively obtain information on the quality of schools, the potential effect of which is to reinforce existing educational inequalities.
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Malé venkovské školy na trhu se základním vzděláváním: jejich působnost a marketing na příkladu Turnovska

84%
Kučerová S., Bláha J. D., Pavlasová Z.
Sociologický časopis. Czech Sociological Review
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2015
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vol. 51
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issue 4
607-636
EN
The article deals with selected issues relating to the provision and accessibility of primary education in rural, non-exposed areas. These issues are examined from the viewpoint that various conditions force even public education to be guided by certain principles of the free market (e.g. competing for clients), although its actions in this respect are simultaneously rather constrained. The article sets out to analyse the primary education market in a model region Turnov (situated in Czechia) in relation to the type of catchment area. It discusses the pitfalls of public school marketisation, and it analyses the spatial distribution of schools in the model region and the schools’ jurisdictions based on the different types of catchment areas, which are defined and created in the form of cartographic visualisation. The article also examines four municipalities with small rural school as case studies selected on the basis of representing different types of catchment area. The authors discuss the findings of in-depth interviews that were conducted with headmasters, school operators, and some parents in the four municipalities in order to identify the strategies that schools can use to strengthen their position in the primary education market. The authors find that not only do schools’ marketing strategies vary little depending on their geographical location but the majority of schools in the case study have not formulated a unique and systematic vision and mission for their school. The principal features of all the schools studied are their self-identification in opposition to the culture of urban schools.
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