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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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Do local characteristics matter? Secondary school track choice in Poland

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Kłobuszewska M., Rokicka M.
Ekonomia. Rynek, Gospodarka, Społeczeństwo
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2016
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issue 45
83-103
EN
This paper examines to which extent the school track choice in Poland between vocational and general education can be attributed to variation of personal characteristics and to which extent to variation of the local conditions. We assume that not only a family background, but also local characteristics are important determinants of school track decisions. As we make distinction between three different types of secondary schools: basic vocational, secondary vocational, and general secondary, and we want to examine the county specific characteristics we apply a multilevel method for multinomial logistics regression to address the issue. Our results indicate that both child’s characteristics such as sex and school performance and characteristics of household are related to school track decisions. We also found that there is statistically significant variation in school track choice on the county level. Local unemployment rate is statistically significant determinant of school track decision and it also explains a great variation between counties. This finding is important in the light of EU regional cohesion policy aiming at diminishing regional disparities.
3
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Volba školy pod tlakem reformních snah

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Geppert C., Knapp M., Kilian M., Katschnig T.
Studia paedagogica
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2015
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issue 1
9-28
EN
This paper focuses on school choice in the context of the implementation of a new type of lower secondary school in Austria. Within the selective Austrian school system, students have to decide after four years of comprehensive primary education whether to attend an academic secondary school or a lower secondary school with emphasis on vocational training. This choice was recently supposed to be eradicated by the implementation of a new lower secondary school, which is also known as a new middle school. Grounded in the rational choice theory, this paper inquires into the reasons for attending either the academic secondary school or the new middle school. Based on a quantitative analysis of questionnaires, which examined three groups of students and their parents who entered the lower secondary stage of education in 2010, 2011, and 2012, it concludes that the implementation of a new type of school does not directly influence a change in choice between an academic or vocational secondary school.
CS
Tento článek se zabývá otázkou volby školy v situaci zavedení nového typu nižší sekundární školy do vzdělávacího systému v Rakousku. V rámci selektivního rakouského systému se žáci musí po absolvování čtyř let jednotné elementární školy rozhodnout mezi nižší sekundární školou akademického či neakademického typu. Tuto volbu mělo za cíl odstranit zavedení tzv. nové nižší střední školy, k němuž v nedávné době v Rakousku došlo. S odvoláním na teorii racionální volby si tento příspěvek klade otázku: Jaké jsou důvody pro volbu akademické nižší sekundární školy na straně jedné a nové nižší sekundární školy na straně druhé? Z analýzy dat z kvantitativního dotazníkového šetření, které se zaměřilo na tři kohorty žáků a rodičů vstupujících do nižšího sekundárního stupně v letech 2010, 2011, 2012, vyplývá, že zavedení nového typu školy nevede přímo ke změně chování při provádění volby mezi akademickou a neakademickou profilací.
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Parental Capital and Strategies for School Choice Making: Polish Parents in England and Scotland

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Trevena P., McGhee D., Heath S.
Central and Eastern European Migration Review
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2016
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vol. 5
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issue 1
71-92
EN
Based on a study of Polish migrants living in England and Scotland, this paper explores how Polish families who have decided to bring up their children in the UK make initial school choices. The Polish parents taking part in our study generally had low levels of social and cultural capital (Bourdieu 1986) upon arrival in the UK: they had limited networks (predominantly bonding capital) (Putnam 2000) and a poor command of English, and lacked basic knowledge of the British education system. Meanwhile, this is a highly complex system, very much different from the Polish one; moreover, school choice plays a much more important role within the UK system, especially at the level of secondary education. We found that while some parents acted as ‘disconnected choosers’ (Gewirtz, Ball, Bowe 1995) following the strategy they would use in Poland and simply enrolling their children in the nearest available school, others attempted to make an informed choice. In looking for schools, parents first and foremost turned to co-ethnic networks for advice and support; nevertheless, parents who attempted to make an informed choice typically lacked ‘insider knowledge’ and often held misconceptions about the British education system. The one feature of the system Polish parents were very much aware of, however, was the existence of Catholic schools; therefore, religious beliefs played a key role in school choice among Polish parents (with some seeking and others avoiding Catholic schools). The ‘active choosers’ also made choices based on first impressions and personal beliefs about what was best for their child (e.g. in terms of ethnic composition of the school) or allowed their children to make the choice. Parents of disabled children were most restricted in exercising school choice, as only certain schools cater for complex needs. All in all, the Polish parents in our sample faced similar barriers to BME (Black Minority Ethnic) parents in exercising school choice in the UK and, regardless of their own levels of education, their school selection strategies resembled those of the British working class rather than of the middle class. However, the risk of ‘bad’ initial school choice may be largely offset by a generally strong preference for Catholic schools and parents’ high educational ambitions for their children.
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Analysis of Social Influences in the Transition of Czech Students Between Educational Levels and to the Labour Market

63%
Hlaďo P.
Acta Technologica Dubnicae
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2013
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vol. 3
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issue 1
25-38
EN
The paper deals with the transition of Czech students of lower secondary schools (ISCED 2A) and vocationally oriented upper secondary schools (ISCED 3A and 3C) between educational levels and to the labour market. The theoretical introduction describes the specifics of career decision making of Czech pupils and synthesizes some important empirical findings on social influences on this decision. The core lies in a survey designed by the National Institute of Education, School Counselling Centre and Centre for Further Education of Teachers. The instrument of data collection was questionnaires for students of final years of lower secondary and upper secondary schools. Data collection took place in 2011 at 40 lower secondary (n=779) and 20 vocationally oriented upper secondary schools (n=442). The paper compares the views of these groups of respondents on student’s autonomy in the choice of further education and occupation, and social influences on students’ career decision-making.
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Technické vzdelávanie a profesijná orientácia žiakov základných škôl

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Ažaltovičová M., Tomková V.
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2019
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vol. 10
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issue 4
85-91
EN
Pupils of the eighth and ninth grades of elementary schools are faced with an important decision by choosing a secondary school. The choice of secondary school is subsequently based ontheir professional orientation. The choice of professional orientation of pupils predetermines theircareer path, which leads pupils to establish themselves in the next life on the labor market. It istherefore necessary for the pupil to have professional requirements defined and in what area wantsto be employed later. The character and interests of the pupil also play an important role in theselection of suitable study at secondary school.
SK
Žiaci ôsmeho a deviateho ročníka základných škôl stoja pred dôležitým rozhodnutím a to výberom strednej školy. Od výberu strednej školy sa následne odvíja aj ich profesijná orientácia. Výber profesijnej orientácie žiakov predurčuje ich životnú dráhu, ktorá vedie žiakov na následné sa etablovanie v ďalšom živote na trhu práce. Pre žiaka je preto potrebné, aby mal zadefinované svoje profesijné požiadavky a v akej oblasti chce byť neskôr zamestnaný. Dôležitú úlohu pri výbere vhodného štúdia na strednej škole zohrávajú aj charakter a záujmy žiaka.
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Vybrané faktory ovplyvňujúce výber strednej školy absolventmi základnej školy

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TOMKOVÁ V.
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2019
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vol. 10
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issue 3
224-229
SK
Výber strednej školy žiakmi končiacimi základnú školu (ZŠ) je v centre pozornosti celej spoločnosti na Slovensku. Väčšina absolventov základnej školy sa orientuje na humanitne zamerané stredné školy (SŠ). Ministerstvo školstva iniciuje aktivity na podporu a propagáciu prírodovedných predmetov v školách. Cieľom uvedených aktivít je zvýšiť u žiakov záujem o technické odbory na stredných školách. V príspevku sú prezentované výsledky prieskumu na vzorke žiakov základnej školy, ktorý bol zameraný na zistenie faktorov, ktoré v rozhodujúcej miere ovplyvnili výber školy žiakmi.
EN
The primary school graduates' choice of secondary school is in the centre of society's attention. Most primary school graduates choose secondary schools with humanitarian focus. The Ministry of Education in Slovakia initiated activities to support and promote science and technology subjects at schools. The main goal of these activities is to increase pupils' interest in technically oriented secondary schools. The paper presents the results of research on sample of primary school pupils. The research was focused to find out some factors influencing pupils' choice.
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