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An Appropriate Model for Reducing Educational Inequality in Tehran Elementary Schools | ||
| School Administration | ||
| مقاله 11، دوره 8، شماره 4، اسفند 2020، صفحه 243-219 اصل مقاله (1.4 M) | ||
| نوع مقاله: Mixed Method Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2021.942 | ||
| نویسندگان | ||
| مسلم پیری زمانه* 1؛ عباس عباس پور2؛ سعید غیاثی ندوشن3؛ علی خورسندی طاسکوه4؛ صمد برزوئیان4 | ||
| 1دانشجوی دکتری مدیریت و برنامه‌ریزی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| 2استاد تمام گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| 3.دانشیار گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| 4استادیار گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| چکیده | ||
| The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students' access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students' needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. | ||
| کلیدواژه‌ها | ||
| Educational inequality؛ Equality of educational opportunities؛ Primary schools؛ Tehran | ||
| مراجع | ||
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