Choosing a school: the impact of social class on the primary school decision‐making process

Bussell, Helen

doi:10.1002/nvsm.127

Cited by 6 publications

(5 citation statements)

References 18 publications

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“…There are few studies which examine middle-class parents and primary-school choice in England. Those that do, such as the studies by Ribbens (1993) and Bussell (2000), suggest that parents may have different priorities at primary level, but none of them concentrates on parents' attitudes to social mix. This research helps to fill that gap by investigating the attitudes of middle-class parents to social mix in inner London primary schools.…”

Section: Introductionmentioning

confidence: 96%

Safety in numbers? Middle-class parents and social mix in London primary schools

Vowden

2012

Journal of Education Policy

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Research into parents' secondary-school choices suggests that many middle-class parents are keen to secure a middle-class peer group for their children. This article reports the findings of a small-scale, qualitative study into whether a similar phenomenon exists at primary-school level and, if so, why. In-depth interviews were conducted with 56 middle-class parents of pre-school children in inner London. Respondents often had contradictory impulses. Nearly all liked the idea of a socially mixed school but many associated the 'wrong' mix with various risks. Some of these perceived risks are familiar from previous studies. Others are less familiar, such as the fear among respondents that they themselves might not 'fit in' at their children's school. The types of intake which respondents preferred fell into three overlapping categories: children from 'pro-school' families, children at a similar level of achievement to respondents' own children and 'people like us'. Respondents' judgements about whether children and families fell into these categories were based in part on ideas about class, ethnicity and language. Respondents gravitated toward schools where most children were perceived to come from middle-class, white, English-speaking backgrounds. The article argues that attitudes towards children learning English as an additional language need to receive greater attention in future research.

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Section: Introductionmentioning

confidence: 96%

Safety in numbers? Middle-class parents and social mix in London primary schools

Vowden

2012

Journal of Education Policy

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“…Success for All is one of the innovations featured in What Works Clearing House with strong evidence of effectiveness, and, thus, one of the innovations that may be selected for funding by scholars and educators seeking grant funding for school improvements [6,18]. The What Works Clearinghouse [4], sponsored by the Institute of Educational Science to provide educators with the information they need to make evidence-based decisions, includes other innovations with similar evidence of effectiveness from randomized controlled trials of reading programs [19] and summer programs [20]. Across these innovations, researchers tested effective leadership components established in previous literature.…”

Section: Recent Us Policy Shifts Toward Evidence-based Innovations Anmentioning

confidence: 99%

School Development in Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies and Education Values

Ylimaki

Brunderman

2019

Education Sciences

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This article problematizes evidence-based policies in the USA, using Dewey’s (1916) education theory and findings from a school development project in 71 culturally diverse Arizona schools. The study asked three questions: (1) How do formal and informal school leaders work in teams to mediate between evidence-based policy requirements at federal, state, and district levels and the needs of culturally diverse students? (2) What leadership team practices contribute to school development as measured by improved student outcomes in school letter grades? (3) What values from evidence-based policies and democratic education are evident in effective school development? Evaluation methods featured qualitative interviews with leadership team members in 71 schools as well as a descriptive analysis of school letter grades based primarily upon student outcomes. Results indicated improved student outcomes in letter grades and enhanced leadership capacity and democratic values as well as evidence-based values that contributed to school development. The article concludes with next steps to expand the project to another region of the USA and a call for a balanced use of evidence (including standardized test scores) constructed through Dewey’s notion of democratic values of education.

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“…This is an important step forward in the area of school choice because most research has used frequencies and percentages to determine the relative importance of reasons for school choice. Some of the reasons can be clearly grouped together but are presented as different (Bagley, 1996;Bussell, 1998;2000;Denessen, Driessena and Sleegers, 2005;Goldring and Hausman, 1999;Jackson and Bisset, 2005;Kleitz et al, 2000). TPB provides a common framework for data collection and comparisons of findings.…”

Section: Theoretical Framework For the Studymentioning

confidence: 99%

“…The results suggest that the normative choice in the Chinese community is to enrol children in Chinese-medium primary schools. The MP were more similar to parents in monolingual settings because they made school choices that were independent of social pressure (Bagley, 1996;Bussell, 1998;2000;Schneider, Elacqua and Buckley, 2006;Goldring and Hausman, 1999;Jackson and Bisset, 2005;Kleitz et al, 2000;West et al, 1995).…”

Section: Attitudes Towards Behaviourmentioning

confidence: 99%

Chinese or Malay-Medium Schools? A Study of Factors Influencing Chinese Parents' Choice of Primary Schools in Sarawak, Malaysia

Lee¹,

Ting²,

May-Chiun³

2017

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Choosing a school: the impact of social class on the primary school decision‐making process

Abstract: One of the objectives of recent government

Cited by 6 publications

References 18 publications

Safety in numbers? Middle-class parents and social mix in London primary schools

Safety in numbers? Middle-class parents and social mix in London primary schools

School Development in Culturally Diverse U.S. Schools: Balancing Evidence-Based Policies and Education Values

Chinese or Malay-Medium Schools? A Study of Factors Influencing Chinese Parents' Choice of Primary Schools in Sarawak, Malaysia

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