Student mobility and its relationship to academic success have been researched since World War II with varied findings (Goebel, 1978). Establishing the relationship between mobility and achievement is difficult due to the fact that mobility is related to many factors. Mobility has been found to be prevalent among students who traditionally demonstrate achievement gaps (specifically students of low-income status) (Long, 1992; Smith, Fien & Paine, 2008). Mobility’s relationship to achievement is complex. Led by a single definition of mobility, admittance to more than one school in the given district over the period of one academic year, this research study sought to determine the effect of mobility on academic achievement. Specifically, the research focused on mobility’s effect on students classified as low-income and the effect of school mobility level on academic achievement of its students. This study used a quantitative design; student records were obtained for mobility data, and criterion referenced test scores in mathematics and language arts were utilized to measure academic achievement. Findings revealed that mobile students performed below non-mobile students, low-income status affected mobile students negatively, and mobility level of the school attended had a negative effect on the academic achievement of its students.

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The United Nations has projected that Africa’s urban population will expand from fourth largest to becoming the second largest of the world’s regions by the year 2050. Patterns of migration and urbanisation have therefore been highlighted as significant focus areas for research and policy. Movement has the potential to result in improved living conditions and well-being, but may also reinforce inequalities and conditions of vulnerability. These consequences may pose particular risks in the case of children, and understanding the patterns, drivers and outcomes associated with child mobility is therefore critical. South Africa provides an important setting in which to explore child movements. The shift within the country from politically controlled migration to movement based on choice has resulted in high levels of mobility both to and within urban areas. Children have been shown to participate in such movements either independently or in conjunction with connected adults. However, there is currently little knowledge of the patterns and consequences of child residential mobility in South Africa, particularly within the urban environment. This PhD thesis attempts to address this research gap. Data from Birth to Twenty, a cohort of South African urban children living in Greater Johannesburg, was used to investigate three central research questions concerning residential mobility of cohort children over a 14 year period. Specifically, the thesis aimed to determine the frequencies and patterns of residential mobility observed over the first 14 years of the children’s lives, to examine the associations with mobility of children over a set of domains relating to the child, the child’s primary caregiver, and the child’s household and to assess the relationships between residential and school mobility and a set of educational outcomes. Routine data collected over the course of the Birth to Twenty study was supplemented with data from a Residential Move Questionnaire, administered to children’s primary caregivers in order to validate and provide additional information concerning the children’s residential movements over the time frame. The research objectives were achieved through the use of cross-sectional and longitudinal analysis techniques applied to these data. In particular, multilevel event-history analysis was used to model the children’s residential movements over time. Of the 3273 children enrolled into the cohort in 1990, two thirds of the children (64%) had moved home at least once by the time they reached 15 years of age. Nonetheless, a third of the children had never moved, indicating stability or a lack of opportunity for movement amongst this urban child population. Mobility was found to be more likely amongst children whose primary caregivers had no formal education and who lived in households with fewer assets and less access to services, suggesting that residential movement within this group of children was more common in the context of disadvantage. Extending these findings to an exploration of children’s educational outcomes revealed some unexpected results. The analyses provided evidence of a positive association between changes in residence and numeracy and literacy scores, and school mobility was found to be associated with grade repetition, however, a negligible relationship was found between residential mobility and school progression. In conclusion, mobility is associated with opportunities for some children in the cohort and challenges or hardships for others. However, even in the instance of movement connected to disadvantage, changes of residence did not prejudice children in terms of the educational outcomes investigated. This is suggestive of children’s possible resilience and adaptability in the face of change and highlights the potential for mobility to influence children’s lives positively. The findings concerning the relationship between mobility and child well-being run counter to trends observed in high-income countries and on that basis, the need for further research into dynamics associated with child mobility in other low- and middle-income country settings is highlighted. There is justification for monitoring child mobility in South Africa; mobility trends provide a valuable indicator of children’s living situations as well as the spatial and social changes occurring in the country more broadly. Keywords: residential mobility; internal migration; urban children; South Africa; eventhistory models; school progression; numeracy and literacy; school mobility

ABSTRACT SCHOOL SIZE, SCHOOL POVERTY AND SCHOOL-LEVEL MOBILITY: INTERACTIVE THREATS TO SCHOOL OUTCOMES by Sharon M. Thompson School-level mobility is the flow of students moving in and out of schools and has been defined as the rate of student entries and withdrawals per 100 students enrolled in a school during the year (Pike & Weisbender, 1988). Stakeholders report that school mobility disrupts the delivery, pace and effectiveness of classroom instruction, causes problems associated with classroom adjustment, and renders long-term negative effects on schools’ Adequate Yearly Progress rankings (Bruno & Isken, 1996; GAO, 2007; Kerbow, 1996; Lash & Kirkpatrick, 1990; Rhodes, 2005; Sanderson, 2003). Despite these findings very few studies have been conducted to determine the effects of mobility (particularly at the school level) and how it combines with other school-level factors such as school size and school poverty to create threats to positive school outcomes. Of the few relevant studies (e.g., Bourque, 2009; Rhodes, 2007), little attention has been given to understanding mobility’s relationships to achievement in the context of size of student enrollment, degree of poverty and longitudinal examination of achievement across multiple years. To address these gaps in the research literature, this study investigated the effects of school-level mobility on middle school reading achievement after controlling for the effects of school enrollment and poverty. Findings from regression analyses indicated significant relationships between school-level mobility and reading achievement over and beyond the relationships between school size or school-level poverty with achievement. A repeated measures procedure was used to analyze long-term effects on eighth grade reading achievement for Title I middle schools that focused on three, key variables: degree of school mobility (e.g., high versus low rate), size of student enrollment (e.g. big versus small school), test administration year(s) (e.g., 2006, 2007 and 2008) and interactions between these variables. There were significant main effects for school size, school-level mobility as well as for the year of test administration. Reading test scores rose significantly from one year to the next, big schools out-performed small schools , and highly mobile schools performed significantly lower than low mobile schools in reading achievement over a three-year period. No significant interaction effects were found. Results are discussed in terms of research and policy implications.

TITLE: Pupils' school mobility in a large city comprehensive school AUTHOR: Bc. Štěpánka Štiková DEPARTMENT: Institute for Research and Development of Education SUPERVISOR: RNDr. Dominik Dvořák, Ph.D. ABSTRACT: Pupil mobility is a serious phenomenon, which has not - at least in the context of Czech education system - enjoyed too much academic attention in terms of dedicated research. Premises of both the master thesis as well as those of pertinent research are following: The phenomenon of pupil mobility is considered in a case of a metropolitan elementary school, analyzing individual embedded cases of pupil mobility which occurred there within a defined monitoring period. A framework of the thesis is set by means of describing demographic and social context in the above school. Each individual pupil mobility case is described, its root cause is analyzed, and its impact on the respective class (student body) is examined by means of interviewing involved stakeholders. The goal of this research is to establish root causes as well as main impact categories of pupil mobility within a metropolitan elementary school context. Gathered data is processed and by means cross-case analysis method. Following movement was recorded on the lower secondary level of the examined school during the examination period: There...

This qualitative phenomenological study was conducted in order to better understand the multiple multicultural educational experiences TCKs have as a result of their unwanted/unpredictable international moves. The transcendental approach included semistructured face-to-face interviews based on a questionnaire with 12 TCK students at an international school in Korea. Students were asked to share their emotional, academic, and social experiences. The three research questions underpinning the questionnaire were: What are the emotional experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the academic experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the social experiences of TCK high school students at a Korean international school who had multiple school disruptions? The participants had attended at least three different schools K-12 and had attended schools in at least two different countries. Results revealed that although TCKs are fearful of moving to a new school in a new country they are excited about the new experiences they will have as they transition to a new place and new school. Academically, the International Baccalaureate Programme is the curriculum TCKs prefer and find the most suitable to their international experiences. The most unique experiences TCKs face moving from one school to another in a different country revolve around relationships. The most difficult part about moving is leaving friends and family behind. While TCKs moving to a new school in a new country face complex challenges forming close relationships, they are open-minded and are able to relate to people from a variety of different backgrounds and nationalities.

This thesis deals with the environmental education and the modal choice of transport, especially pupils traveling to school. The main object of the thesis is to determine, whether has the environmental education positive impact to a transport behavior of pupils and to their exploitation environmentally friendly means of transport. First part of the thesis is based on czech and foreign literature, it represents importance of the environment for people and other animals and plant species and deals with impact of transport on environment. This part also analyzes the environmental education and its possibilities, position and legislative and curricular anchoring in these times, everything with emphasis on influence of transport on the environment. Empirical part of the thesis is connected with first theoretical part of the thesis. Through a survey at czech elementary schools this part analyzes view of schools on transport and environmental issues and main factors, which influence modal choice. Two Prague elementary schools situated in similar type of a housing development with different approach to teaching the environmental education are studied in detail. Results suggest, that incorporating the environmental education into teaching leads to changes in transport behavior only in connection with...

But La diminution du transport actif scolaire est une problématique préoccupante dont les déterminants sont encore mal connus. Nous nous sommes donc penchée sur la question suivante : Quelle est la contribution de l’environnement bâti pour le choix d’un mode de transport actif pour les déplacements scolaires des enfants demeurant à proximité de leur école ? Méthodologie Pour répondre à cette question, nous nous sommes basée sur le cadre conceptuel de Tracy McMillan. Nous avons caractérisé le voisinage de trois écoles en milieu urbain et de trois écoles en milieu suburbain de la région de Montréal. Également, nous avons analysé les données du Groupe de recherche Ville et mobilité concernant les comportements des enfants ainsi que les comportements et perceptions des parents. Résultats Quatre des cas à l’étude se démarquent en raison de leur forte proportion de transport actif scolaire, soit les trois milieux urbains et un milieu suburbain. Les points communs de ces quatre cas sont la perméabilité du réseau viaire pour les piétons et les cyclistes et la perception favorable des parents vis-à-vis le transport actif scolaire. Conclusion Les environnements suburbains génèrent des comportements de transport actif uniquement chez les enfants alors que les environnements urbains génèrent systématiquement des comportements de transport actif chez les adultes et les enfants. Ce faisant, nous pouvons penser que les caractéristiques de l’environnement bâti des milieux urbains influencent les perceptions et les comportements des parents en faveur du transport actif scolaire. / Purpose The proportion of children actively commuting to school has decreased significantly but few studies have investigated factors that might affect school mobility. This research examines the influence of a wide range of factors (such as urban form characteristics, parent’s travel behaviours and parental perceptions) on school travel behaviour for children who live near school. Methods The Tracy McMillan’s conceptual framework of an elementary-aged child’s trip to school was used. We objectively measured environmental attributes of three urban neighbourhoods and three suburban neighbourhoods in Montreal metropolitan area. Data of the Groupe de recherche Ville et mobilité regarding children trips to school, parental perceptions and parents’ travel behaviours were analysed. Results A high proportion of children are actively commuting to school in the three urban neighbourhoods and in one suburban neighbourhood. Connectivity for pedestrians and cyclists and positive parental perception of school active transportation are positively associated with high proportion of walking and biking to school in these four neighbourhoods. Conclusion Suburban neighbourhoods support active transportation only for children whereas urban neighbourhoods support active transportation for children and parents. Attributes of built environment in urban neighbourhoods seem to have a positive effect on parental perceptions and behaviours regarding walking and biking for school trips.

But La diminution du transport actif scolaire est une problématique préoccupante dont les déterminants sont encore mal connus. Nous nous sommes donc penchée sur la question suivante : Quelle est la contribution de l’environnement bâti pour le choix d’un mode de transport actif pour les déplacements scolaires des enfants demeurant à proximité de leur école ? Méthodologie Pour répondre à cette question, nous nous sommes basée sur le cadre conceptuel de Tracy McMillan. Nous avons caractérisé le voisinage de trois écoles en milieu urbain et de trois écoles en milieu suburbain de la région de Montréal. Également, nous avons analysé les données du Groupe de recherche Ville et mobilité concernant les comportements des enfants ainsi que les comportements et perceptions des parents. Résultats Quatre des cas à l’étude se démarquent en raison de leur forte proportion de transport actif scolaire, soit les trois milieux urbains et un milieu suburbain. Les points communs de ces quatre cas sont la perméabilité du réseau viaire pour les piétons et les cyclistes et la perception favorable des parents vis-à-vis le transport actif scolaire. Conclusion Les environnements suburbains génèrent des comportements de transport actif uniquement chez les enfants alors que les environnements urbains génèrent systématiquement des comportements de transport actif chez les adultes et les enfants. Ce faisant, nous pouvons penser que les caractéristiques de l’environnement bâti des milieux urbains influencent les perceptions et les comportements des parents en faveur du transport actif scolaire. / Purpose The proportion of children actively commuting to school has decreased significantly but few studies have investigated factors that might affect school mobility. This research examines the influence of a wide range of factors (such as urban form characteristics, parent’s travel behaviours and parental perceptions) on school travel behaviour for children who live near school. Methods The Tracy McMillan’s conceptual framework of an elementary-aged child’s trip to school was used. We objectively measured environmental attributes of three urban neighbourhoods and three suburban neighbourhoods in Montreal metropolitan area. Data of the Groupe de recherche Ville et mobilité regarding children trips to school, parental perceptions and parents’ travel behaviours were analysed. Results A high proportion of children are actively commuting to school in the three urban neighbourhoods and in one suburban neighbourhood. Connectivity for pedestrians and cyclists and positive parental perception of school active transportation are positively associated with high proportion of walking and biking to school in these four neighbourhoods. Conclusion Suburban neighbourhoods support active transportation only for children whereas urban neighbourhoods support active transportation for children and parents. Attributes of built environment in urban neighbourhoods seem to have a positive effect on parental perceptions and behaviours regarding walking and biking for school trips.

Nomads of Educational System Multiple Case Study of School Mobility of Pupils Jan Vyhnálek Abstract The thesis explores school mobility - "students making nonpromotional school changes" (Rumberger, 2003), in the Czech Republic through qualitative multiple case study. It begins with a review of the most significant empirical studies in school mobility (1991-2016), highlighting a gap in research into the causes and processes of pupils' transitions and the need for qualitative research. To contribute to filling this gap, two cases of transfers following the transition from primary to lower secondary school and one case of attempts to integrate a child with cerebral palsy into mainstream schooling were explored as a "social and relational construction" (Zamora & Moforte, 2013, p. 59). The core of the thesis is an analysis of data based on in-depth, semi-structured interviews conducted with parents, pupils, teachers, school principals and external experts, field notes and documents providing three analytical narrations of these transitions. Rich use of data segments allows naturalistic generalisation. The analysis features the role of communication between school and family, the role of engaged parents, school tracking, school climate, social stigmatization of pupils and families, and stress on academic outcomes...