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Geographical Mobility, Pupil Mobility and Child Outcomes Joan Wilson, Bedford Group For Lifecourse Statistical Studie

Presentation Outline. Focus of the research: including Key Questions to be addressed by the work Motivations for the research Patterns of child migration in the UK Datasets to be used and outline of data analysis methodology Current work. Research Focus I. The impact of parental

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Geographical Mobility, Pupil Mobility and Child Outcomes Joan Wilson, Bedford Group For Lifecourse Statistical Studie

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    1. Geographical Mobility, Pupil Mobility and Child Outcomes Joan Wilson, Bedford Group For Lifecourse & Statistical Studies, Institute of Education, University of London. PhD Supervisors: Professor Heather Joshi & Dr. Kirstine Hansen, Institute of Education.

    2. Presentation Outline Focus of the research: including Key Questions to be addressed by the work Motivations for the research Patterns of child migration in the UK Datasets to be used and outline of data analysis methodology Current work

    3. Research Focus I The impact of parental spatial behaviour on the distribution of the life chances of offspring. Geographical location and child development: two important factors for child development are defined by spatial occupancy:- (a) Cognitive development = f (accessible types of education, neighbourhood engagement); (b) The formation of non-cognitive skills = f (internal home and schooling experiences, the external neighbourhood environment). Parental behaviour in terms of spatial location can lead to differentials in the life chances of children by affecting both their cognitive and non-cognitive development.

    4. Parents are able to reset their initial spatial location ? potential to alter the influences of spatial location on the development of their child. Focal point of this thesis = examining spatial relocation activity of parents and how this impacts on their offspring. Mainly assessing housing relocation which involves a transfer of schools for the child. Also consider transfers of school or moves of home in isolation. Developmental effects: Educational outcomes and changes to non-cognitive development. Research Focus II

    5. Research Focus III Two angles through which spatial location and relocation can influence child development:- (1) Positively: Enhancing academic attainment e.g. where mobility leads to the opportunity for education quality access improvements in the new location. (2) Negatively: Contributing to the persistence of intergenerational disadvantage in the family unit e.g. where there is mobility to an area characterised by more levels of deprivation relative to the area previously inhabited. For mobile children, physical distance moved and types of moves incorporated (school or home or a combination of the two) matter.

    6. Key Questions Can outcomes of future cohorts be enhanced or is child progress worsened through moving? Is there a scope for the spatial redistribution of opportunities? Can parental spatial behaviour be viewed as a facet of parental ‘investment’ in offspring that can be used to produce differentials in the life chances of children?

    7. Motivations for the Research Government policy changes: the formation of the quasi-market in education (Education Reform Act, 1988). Implications for parental spatial behaviour: influencing parental spatial and schooling activity that relates to the acquisition of school quality gains. Implications for the dispersion of equality in education: changes to spatial processes induced by government policy may be generating or contributing to educational and social inequalities.

    8. Patterns of Child Migration in the UK Table 1: Migrant Children in the UK by Age Group, 1990/91 and 2000/01 (levels and percentage shares)

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