How rural schools in Czechia respond to parental preferences: Different approaches to students’ well-being

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2022-12-01 DOI:10.2478/jped-2022-0010

Zdeněk Svoboda, D. Dvořák, Ladislav Zilcher, J. Šmíd, Silvie R. Kučerová

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引用次数: 0

Abstract

Abstract Czech parents place particular emphasis on ensuring the overall quality of life of their child when choosing a school. Our study shows how rural state schools understand this demand. A mixed approach was used in our research. In the first step, administrative data from all schools in municipalities with a population of up to 3,000 was used to shortlist 91 schools in demand by both catchment and non-catchment families. In the second step, socio-geographic data on type of municipality, online presentations, and other documents of the shortlisted schools were analysed. In the last step, case studies of 13 schools were prepared on the basis of parent surveys and interviews with stakeholders. We present case studies of three schools with different explicitly expressed approaches to satisfying parental preferences through a specific mix of care for well-being and valued characteristics of the rural environment. Our study adds to the existing literature on school choice and school leadership by describing specific developmental and/or marketing strategies of rural schools based on the real or perceived characteristics of the countryside.

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捷克的农村学校如何回应父母的偏好:不同的学生福利方法

捷克父母在选择学校时特别重视确保孩子的整体生活质量。我们的研究显示了农村公立学校是如何理解这种需求的。我们的研究采用了一种混合的方法。在第一步中，利用人口不超过3000人的城市中所有学校的行政数据，选出集水区家庭和非集水区家庭都需要的91所学校。第二步，分析入围学校的城市类型、在线演示和其他文件的社会地理数据。最后一步，在家长调查和利益相关者访谈的基础上，准备了13所学校的案例研究。我们提出了三所学校的案例研究，这些学校采用不同的明确表达方法，通过对福祉的照顾和农村环境的价值特征的特定组合来满足父母的偏好。我们的研究补充了现有的关于学校选择和学校领导的文献，根据农村的真实或感知特征，描述了农村学校的具体发展和/或营销策略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.