Parental Choice of Classes with a Special Emphasis during a Child's Transition to Czech Primary School
Abstract
The aim of the paper is to explore the school choice process of parents interested in classes with a special emphasis at Czech primary schools. Such classes enable the separation of pupils based on their socioeconomic status and cognitive skills since young age, contributing to educational inequity.
The research design of constructivist grounded theory was used. The paper presents the results of the first 15 interviews with parents considering or having selected a class with a special emphasis.
Though no main category has emerged, several categories might play an important role in the target group's school choice process: parents' memories of school, the discourse in the parental circle, the child's characteristics, and the school's ability to enable pupils' wellbeing.