School Choice Research Articles

일반고 학생의 직업위탁교육 경험에 대한 내러티브 분석

The purpose of this study is to understand in-depth the context of the situation and the subjective meaning composition in the selection of vocational consignment education, the life process, and the process of returning to school and adaptation after the interruption, focusing on the experience story that constitutes the personal and social life of students who experience vocational consignment education in general high schools. Therefore, this study examined the selection and life process of vocational consignment education and the process of returning to school and adaptation after the interruption of consignment education by using narrative analysis method for the stories directly dictated by students of vocational consignment education in general high schools. The results of this study are as follows: First, the choice of vocational consignment education for general high schools considers one's aptitude and talent, and the interaction with the surrounding people and the composition of one's meaning play a very important role in the difference of the choice decision. Next, in the career consignment education life of general high schools, it was found that there was a great psychological and emotional reward that strengthened career awareness by having a sense of accomplishment or confidence due to the pride of preparing for the desired job in accordance with the aptitude and talent of the students, the support of the teacher, and the learning success experience coming from the consignment curriculum. However, there was a case where students in the consignment educational institution did not form a sense of identity or belonging properly. In addition, psychological and cultural factors such as the burden and difficulty of acquiring practical training and certification, the sense of heterogeneity felt in the collective culture among the consignment education students, the difficulties in communication and exchanges with the consignment education participants, and the reconsideration of their interests and interests through consignment education and the turning of their career goals to college were the complex factors that determined their return to school after the interruption of consignment education.

Neoliberalism and the barriers in inclusive education

Tensions exist between providing inclusive education in mainstream classrooms and market-driven neoliberal values such as academic success and school ranking. These values impinge on teachers’ responsibilities to teach students with disabilities. Schools are ranked based on students’ performance in national examinations and schools sometimes use unscrupulous methods to achieve good results. In a culture that ranks schools based on test results, the schools themselves find it hard to embrace the idea of inclusion and some will use a variety of means to exclude students with disabilities to maintain their high rating. In this article we explore how some key tenets of neoliberalism in inclusive education, such as testing mechanisms to leverage accountability and improvement, inter-school competition, marketisation of education and parental choice, among others, affect the provision of education to students with disabilities in Kenya. We highlight how neoliberalism has affected inclusive education in Kenya and explain how hegemonic neoliberal culture has changed the way schools operate and how teachers teach. We also show how neoliberal culture in schools helps exclude students who are different from the norm.

Differing patterns of employment for university students: the role of family background, educational choices and access to benefits

ABSTRACT Student employment is on the increase in many European countries. It takes many forms, from full-time employment to various types of flexible work, which involves short-term, non-standard and informal work. Despite its relevance and complexity, the connection between higher education and concurrent employment has been only partially explored in scholarly debate. This paper investigates the differing patterns of employment for university students, focusing on the role played by parental background, educational choices (i.e. field of study and residential status) and access to benefits. The analyses apply to the Italian higher education system and are based on data collected through a survey carried out among students enrolled at the University of Bologna, which has a highly developed student grant system and a large number of away from home students. Using multinomial logistic regression, the paper shows that students native of Bologna from lower socio-economic backgrounds and enrolled in the humanities and social sciences are more likely than their peers to be in employment. The findings on Right to Study are hence particularly important from a policy perspective, as they highlight the different roles that scholarships and tuition fee waivers play in employment choices whilst at university.

Socio-economic characteristics of parents on learners’ educational aspiration: Exploring mechanisms of impact

This study aims to examine the influence of the socio-economic status (SES) of parents on learners' educational aspirations in La Dade Kotopon of the Greater Accra region of Ghana. Socio-economic status of parents plays a pivotal role in shaping their child's educational aspirations and the pathways they envision for their future. Socio-economic status is a multidimensional construct encompassing various factors such as parental education, occupation, income, and family background. The study utilizes a quantitative research design, employing a sample of learners (230) from diverse socio-economic backgrounds within the Greater Accra region through the quota sampling technique. Also, the convenient sampling technique was used in selecting ten (10) teachers and thirty (30) parents. The data were collected using a questionnaire and analysed using descriptive statistics like frequencies, percentages, mean, and SD. It was found that most of the guardians of La Dade Kotopon Junior High School (JHS) were not employed, while a majority were into petty trading. Therefore, the income level of the guardians was low, placing most of them in low socio-economic backgrounds. This had affected the learners in terms of their choice of schools and their educational aspirations. Practical implications arise in designing targeted interventions and support programs aimed at fostering educational aspirations, especially for learners from disadvantaged socio-economic backgrounds.

Impacts of neoliberal school reforms policy on students with disabilities in Nepal

This article argues that special and inclusive education policies in Nepal have been influenced by neoliberal policy reforms. The study employs discourse analysis as a theoretical perspective to analyse the effects of market-based schooling practices on students with disabilities in Nepal. The findings of this study are informed to some extent by the outcomes of the doctoral research project (Thapaliya, 2018). Data was collected through policies and documents. A selection of key education policies and documents between 1990 to 2020 were examined and analysed. One core theme and five sub-themes were identified from the data analysis. Disability as a resource management issue was a main theme. (i) Managing resources; (ii) resource allocation criteria; (iii) professional experts deciding resource funds; (iv) competing for limited resources; and (v) competition and school choice were sub-themes. The available evidence signals that the marketisation model of education does not assist students with disabilities adequately. The findings of this study reveal that the current policy and practice signal changes in government structure rather than working to fulfil these commitments in the everyday practice of students with disabilities. The limitations of the study and recommendations of this research are also discussed.

Educational Choice and the Willingness to Apply of Higher Vocational Students in Guangdong Province, China: The Mediating Role of Career Decision-making Self-efficacy

This study explores the influence of educational choice on the willingness to apply and career decision-making self-efficacy. A questionnaire was conducted on 1,391 freshmen from six higher vocational colleges in Guangdong Province, China, using educational choice, career decision-making self-efficacy and the willingness to apply scales. The results showed that career decision-making self-efficacy has a mediating role in the significant positive effect of educational choice on the willingness to apply. Therefore, Chinese educational institutions and policy makers should cultivate vocational students' career decision-making self-efficacy to improve the confidence and ability in career decision-making, and better understand professional career field.

Impact of language ideologies on educational choices in intermarriages

This paper explores how parents in intermarriages choose between the majority language (Serbian) and the minority language (Hungarian) as their children’s instruction medium in Vojvodina, the northern province of Serbia. Adopting language ideologies as a theoretical framework, the study sheds light on (systems of) cultural ideas concerning social and linguistic relations, encompassing family and societal contexts. Qualitative research involving interviews was conducted with spouses/partners of individuals from the Hungarian national minority who are in a marriage/partnership with members of the majority community in Vojvodina. The analysis reveals that the choice of education in the majority language is influenced by both objective factors (such as the absence of minority language schooling in the parents’ locality) and subjective considerations, which are connected to adopting various language ideologies supported by gender differences. The study highlights the crucial societal function of intermarriage, as family decisions significantly shape the identity and ethnic affiliation of children born into these unions. The choice of the language of instruction for their education plays a significant role in this process, with opting for the majority language accelerating acculturation and assimilation compared to choosing the minority language and maintaining the minority community.

Middle Class African American Parents’ Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools

This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents’ aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents’ concerns surrounding school choice and need to be proactive to the needs of middle-class families.

Upward track mobility into academic upper secondary education: Effects of challenging parental expectations, immigrant origin, and older siblings on students' educational choices

This study examines the social-cultural challenges of upward track mobility from vocational to academic tracking at the transition to upper secondary education in Germany. Within the highly stratified German education system, these challenges include habitual alienation from the family and milieu of origin. Using a Bourdieusian framework and data from the National Educational Panel Study (NEPS), we examine the effect of these challenges on the choices for academic upper secondary education by addressing ambivalent parental expectations regarding social upward mobility and habitual loyalty to the family. The study explores how an immigrant origin and older siblings shape perceptions of these expectations and associated challenges, and thus influence the educational choices at the transition to upper secondary education.Linear probability models (N 2866) show that ambivalent parental expectations hinder the choice for academic upper secondary education. This effect was stronger for nonimmigrant students. Older siblings reduce this negative influence for both immigrant and non-immigrant students. We extend previous literature on educational choices of immigrant and non-immigrant youth by highlighting that ambivalent parental expectations may be a barrier to upward track mobility, moderated by older siblings.

DOES THIS MEAN WE GET AN A? CAUSAL IMPLICATIONS OF CHANGES IN SCHOOL ACCOUNTABILITY

Many states and districts in the United States use school report cards to share accountability data in which K–12 schools are rated on a variety of metrics, including test scores, which create a categorical grade or rating. These report cards are shared with the public as a mechanism of school accountability and in the process of school choice. This paper explores the causal impact of a school report card used by the New York City Department of Education which was not attached to specific rewards and/or sanctions. I use a regression discontinuity approach to analyze the impact of receiving a lower rating. I find that just receiving a low rating leads to an increase in Math score growth in comparison to similar schools just beyond the cut point, although no such effect is found in English score growth. I also explore implications in the context of school/district policy and leadership.

School Choice: Data From Charter Schools of Color in Minnesota

There are 180 charter schools operating in Minnesota, and 40.5% of these schools enroll more than 63% of students of color. The purpose of this study was to evaluate the degree to which charter schools serving communities of color in this Midwestern state are committed to providing parents with the necessary academic metrics like graduation rates, test scores, student-teacher ratios, and teacher profiles. Using a systematic review, data were collected on 73 charter schools serving students of color. Very few of these charter schools report graduation rates and student-teacher ratios, while none of them report test scores and teacher profiles on the Minnesota Department of Education's (MDE) webpage, the Data Center. Parents have insufficient information to make rational choices.

Historicizing Black Educational “Choice”: Toward Black Educational Self-Determination

The linking of school choice and charter schools to the legacy of Black alternative education and civil rights initiatives is a central discursive galvanizing and organizing tool for charter proponents, as it aims to provide legitimacy to the charter movement, while simultaneously coopting Black critiques of the institution of education to advance neoliberal restructurings of the state. In this paper, I posit there exists a conceptual and political distinction between school choice and efforts of Black educational self-determination, an approach to challenge white dominance and supremacy. The paper engages in a historical analysis exploring the history of school choice and Black educational self-determination.

Examining school sector and mission in a landscape of parental choice

Researchers have considered how school choice policies affect student achievement, but less inquiry explores how the organization of schools may change in the presence of choice. This descriptive and exploratory paper analyzes a state representative sample of school mission statements at two time points: before the enactment of choice policies in Indiana, namely the Indiana Choice Scholarship Program, and again six years into the policy. Using structural topic modeling, this paper examines whether and how school mission statements topics have changed over this period. Descriptive findings suggest mission statement topics differ significantly between sectors but show few changes over time. The most striking shift is that Catholic and other private religious schools appear to be clarifying the religious aspects of their mission in the presence of robust choice policies.

PREVALENCE OF COLOR BLINDNESS IN ELEMENTARY SCHOOL-AGE CHILDREN PATIENTS AT KUTIME HEALTH CENTER, TOLIKARA DISTRICT, PAPUA PEGUNUNGAN

Introduction & ObjectivesColor blindness is a genetic disorder in the form of an inability or decreased ability to see colordifferences. Incidents of ignorance are widely reported in aspects of everyday life, such as in thelearning process, further education, and career determination. Causing disappointment in children'saspirations because it was not detected early.
 MethodsThis research is descriptive with cross-sectional design and total sampling technique. The sample forthis study were all pediatric patients aged 6-12 years who went to the Kutime Health Center whowere familiar with numbers and were carried out from June to December 2022. The method used apseudoisochromatic plate (Ishihara).
 ResultsThere were 105 children who participated in the study, while only 55 children met the inclusioncriteria. Of these, there were 32 boys (58.1%) and 23 girls (41.8%). The number of cases of colorblindness in children who went to the Kutime Health Center was 1 child (1.85%). Color blindpatients were boys (3.2%), there were no color blind girls in this study (0%).
 ConclusionThe prevalence rate of color blindness in the Kutime Health Center (1.85%) is still above that inPapua Province (1.39%) and nationally (0.7%). Color blindness affects more men than women,especially anyone with family history of color blindness. This research invites early detection so thatthey understand about the child's condition, the aspirations children instill can be accommodatedearlier so that there will be no disappointment regarding the choice of further education or theirfuture career.

Mothers and sportsmen: The gendered and racialised nature of role model selection for Aboriginal and/or Torres Strait Islander youths

AbstractThis article seeks to understand who Aboriginal and Torres Strait Islander children select as role models, and the reasons underlying these choices. Drawing data from Wave 8 of the Longitudinal Study of Indigenous Children, it comprises a sample of 307 children (169 male and 138 female) aged between 10.5 and 12 years at the time of data collection. Content analysis was used to analyse survey responses regarding two questions pertaining to role models, the analytical process being underpinned by Indigenous standpoint theory. The findings show that participants tended to select role models correlating with their gender and who were Indigenous or people of colour. For boys, most selected Indigenous sportsmen, whilst girls more evenly selected mothers, women from the entertainment industry, and sportswomen. The reasons why these individuals were selected were similar for boys and girls: the role model's ability, mastery and/or competency in a given field. These findings are important for educators and schools in guiding Aboriginal and Torres Strait Islander youths in their educational and career choices, and for policymakers in creating campaigns and pathways into fields where Indigenous persons are underrepresented.

Quantification and the homogeneous representation of urban students in school choice research and politics

ABSTRACT In education, low-income and racially minoritized students in urban districts are often constructed as ‘dependent’ – weak in their social positions but deserving of educational opportunity. This social construction of ‘urban’ students has been central to school choice politics and policymaking in the United States. In this study, I interrogate one particular aspect of this social construction: the way low-income and racially minoritized students are represented in quantitative data. I use school choice in Detroit, Michigan as an illustrative case; I conduct a critical discourse analysis of exchanges between former United States Secretary of Education Betsy DeVos and members of Congress about school choice, and the quantitative research referenced during those exchanges. The study demonstrates how dominant conceptions of ‘urban’ education in the United States influence the production of data and research on school choice, and in turn the role those quantifications play in school choice discourse.

Türkiye’de Farklı Lise Türlerindeki Öğrencilerin Eğitim Yörüngelerinin Kesişimselliği Üzerine Fenomenolojik Bir Araştırma

In this research, we examined the student practices of high school students in different types of high schools in Turkey in the light of Bourdieu's concepts of habitus and cultural capital. While tracing the essences of student practices with a phenomenological approach, we tried to make explicit what lies at the intersections of different types of high schools in terms of these practices and how the educational trajectories of students in these high schools are shaped and reshaped. We conducted the research in six different types of high schools in Ankara. Through a phenomenological analysis of in-depth interviews with 96 high school students and a total of seven mothers, we explored student practices and the interrelationships between habitus and cultural capital in the home and school environments. As a result of this analysis, we interpreted the essences that cut across the educational trajectories of students positioned in different types of high schools as living with the illusion of school choice, declaring the position with a sense of entitlement, engagement with cultural fields through cultural consumption habits, and utilizing sports for the presentation of self. The main result of the research shows that although students are positioned in different trajectories, the essence of their student practices does not change. We believe that this result should be explained from the perspective that the existence of different types of schools or different routes for students cannot guarantee the social mobility of individuals, but continues to serve the reproduction of all the historical and social contingencies that create these students' positionality.

Magneettikouluja vai eliittikouluja?

The connection between urban and school segregation has been identified as a major question in Finnish educational policy. Families’ school choices in basic education are strongly connected to socio-spatial segregation, families’ socio-economic status, and the provision of selective tracks and streams in schools. As a result, the provision of selective schools and selective classes is a major factor shaping the landscape of urban school segregation. We have analyzed whether the geographical placement of selective education in the City of Helsinki can be identified to either ameliorate school segregation through a “magnet school” effect or exacerbate segregation through “elite school” placement. Our results demonstrate that the provision of selective schools and classes in public schools is in general geographically very equally distributed, and as such does not construct a magnet school effect. However, as the placement of private schools has a distinct “elite” pattern, the educational landscape of the city leans towards a slight “elite effect”.

The Color of Homeschooling: How Inequality Shapes School Choice

The Color of Homeschooling: How Inequality Shapes School Choice

Survey On Reasons of and Countermeasures for Students’ boredom of Learning in Shangqiu City Vocational Education Center

Education is the foundation of national development. With the development of the Chinese economy, vocational education is increasingly valued by the government. As an important component of China's education system, vocational education is an important form of education to improve the quality of Chinese citizens and plays a crucial role in China's modernization and industrialization construction. According to the National Vocational Education Reform Implementation Plan released by the State Council in 2019, vocational education should be placed in a more prominent position in education reform and innovation and economic and social development, and efforts should be made to cultivate high-quality workers and skilled talents. Many parents and students also consider secondary vocational schools as their first choice for further education. However, the current education level of many secondary vocational schools is far from meeting the requirements of parents and students. The quality of education in secondary vocational schools is uneven, the learning atmosphere is poor, and students generally have a serious boredom of learning. To change this situation, maximize the learning interest of vocational school students, enable them to better adapt to the learning and life of vocational schools, and become the talents needed in modern society, this study takes students from Shangqiu City Vocational Education Center as the research object. Based on drawing on the research results of domestic and foreign scholars, a survey and interview method were adopted, and a qualitative analysis research method was adopted to investigate the basic learning status of students in Shangqiu City Vocational Education Center. Summarized the factors that lead to students’ boredom of learning in secondary vocational schools, and proposed practical and feasible strategies to solve the problem of students’ boredom of learning in secondary vocational schools, aiming to reduce student aversion to learning and promote better development of vocational education.