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首页> 外文期刊>Nordic Journal of Studies in Educational Policy >Parental school satisfaction in the context of segregation of basic education in urban Finland
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Parental school satisfaction in the context of segregation of basic education in urban Finland

机译：芬兰城市基础教育分离背景下的家长学校满意度

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This article examines the implications of the school choice policy, which has contributed to the segregation of basic education in urban Finland, by analysing the connection between the socio-economic status (SES) of schools’ student populations and parents’ satisfaction with their children’s schools. The 318 participants were parents of lower secondary school students attending socio-economically affluent, average, and disadvantaged schools in three Finnish cities. Multiple indicators multiple causes modelling, with school SES and parental education as covariates, was used to test the hypothesis that a school’s higher SES is connected to higher levels of parental school satisfaction with different aspects of the school’s functioning. The hypothesis was partially verified as the results showed that a higher SES of a school implied more parental satisfaction with home–school cooperation and school culture. The findings suggest that the social segregation of basic education in urban Finland has implications beyond the differentiation of students’ academic achievements and provide empirical evidence on the workings of one of the segregation mechanisms.
机译：本文通过分析学校学生人口的社会经济状况（SES）与父母对其子女的学校满意度之间的联系，研究了择校政策的含义，该政策对芬兰城市的基础教育有所帮助。 318名参与者是在三个芬兰城市上社会经济上富裕，中等和弱势学校就读的初中学生的父母。多指标多原因建模，以学校SES和家长教育为协变量，用于检验以下假设：学校的SES较高与家长对学校运作的各个方面的满意度较高有关。该假设得到了部分验证，因为结果表明，学校的更高的SES意味着家长对家校合作和学校文化的满意度更高。研究结果表明，芬兰城市基础教育的社会隔离对学生的学业成绩的差异产生了影响，并为隔离机制之一的运作提供了经验证据。

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