Pupils’ school mobility during elementary school: what motives and results?

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH British Journal of Sociology of Education Pub Date : 2023-06-21 DOI:10.1080/01425692.2023.2225212

Claire Bonnard

引用次数: 0

Abstract

Abstract In France, a quarter of pupils change schools during their elementary education. In this article, we analyse families’ motives in changing schools. Using a rich longitudinal database, we distinguish different motives for mobility: strategic mobility (search for a better school), reactive mobility (due to school difficulties) and residential mobility (due to a move). These different mobilities concern different academic and social student profiles. We then examine the extent to which school mobility influences later school performance. Using matching methods, we show that mobile pupils have significantly higher academic achievement than non-mobile pupils at the end of elementary school. These results are nevertheless heterogeneous with a neutral influence of strategic mobility, a negative influence of reactive mobility and a positive influence of residential mobility.

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小学生在小学期间的学校流动：动机和结果是什么？

摘要在法国，四分之一的学生在小学期间转学。在这篇文章中，我们分析了家庭改变学校的动机。使用丰富的纵向数据库，我们区分了不同的流动动机：战略流动（寻找更好的学校）、反应性流动（由于学校困难）和居住流动（由于搬家）。这些不同的流动性涉及不同的学术和社会学生档案。然后，我们考察了学校流动性对以后学校表现的影响程度。使用匹配方法，我们发现流动学生在小学末的学习成绩明显高于非流动学生。然而，这些结果是异质的，战略流动的中性影响、反应性流动的负面影响和居住流动的积极影响。

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

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.