换地方，换轨道:捷克中学生的校际流动

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2020-06-01 DOI:10.2478/jped-2020-0005

D. Dvořák, Petr Meyer, Silvie R. Kučerová, Jan Vyhnálek, Ondřej Šmíd

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引用次数: 4

摘要

大多数关于学生跨轨流动或学校选择的文献研究了综合系统或跟踪普通教育学校的决策。在这篇文章中，我们展示了高中学生在一个有学术、专业和职业层次的差异化教育体系中的校际流动(转学)数据，以及一个复杂的课程和资格方案。这项研究的基础是来自捷克学校登记册的行政微观数据与包含地理信息的数据库合并。我们对4533个学校变更事件进行了探索性分析，重点关注职业教育专业学生转移的空间方面。初步结果证实了该方法在研究学校距离在课程和学校选择中的作用方面的有效性。

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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Changing places, changing tracks: Inter-school mobility among Czech secondary students

Abstract Most of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.

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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.